positive impacts of teacher profession ... impacts of teacher profession education (ppg) program on...

POSITIVE IMPACTS OF TEACHER PROFESSION

EDUCATION (PPG) PROGRAM ON MOTIVATION

TO LEARN ENGLISH: A STUDY AT PPG 2016

TITLE PAGE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements

To Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Nindya Primandita Kristianingrum

Student Number: 131214078

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

POSITIVE IMPACTS OF TEACHER PROFESSION

EDUCATION (PPG) PROGRAM ON MOTIVATION

TO LEARN ENGLISH: A STUDY AT PPG 2016

TITLE PAGE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 131214078

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


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vi

ABSTRACT

Kristianingrum, Nindya Primandita. (2017). Positive Impacts of Teacher

Profession Education (PPG) Program on Motivation to Learn English: A Study at

PPG 2016. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

Disparities of education opportunities across Indonesia are unquestionable.

Besides, the relatively insufficient teacher competence in teaching among the

Indonesian teachers also become an obstacle for the education system. In order to

overcome these problems, the Indonesian government and educational institutions

have designed some educational programs known as SM-3T and PPG program.

These programs are designed to equip teacher candidates with experiences to teach

at the foremost, outermost, and left-behind areas and comprehend teacher

competence intensively. In 2016, Sanata Dharma University became one of the

selected universities to hold PPG program for one year. The PPG program which

was held in Sanata Dharma University provided various learning activities that

enhanced the PPG students’ motivation to learn English through the program, as its

importance for their future teaching profession.

This research aimed to reveal the impacts of the PPG program on the PPG

students’ motivation to learn English. There were two research questions addressed

in this research. The first was “What factors affect the PPG students’ motivation in

attending the PPG program?” and the second was “What are the impacts of the PPG

program on the PPG students’ motivation to learn English through the program?”

The researcher employed a qualitative approach with a basic interpretative

study in this research. The participants of this research were 3 PPG students batch

2016 who were attending the PPG program held in Sanata Dharma University. The

researcher used a focus group interview as the main data gathering technique. The

results of the focus group interviews were then analyzed to answer the research

questions.

Based on the results of data analysis, there were two conclusions drawn

from this research. First, there are 6 factors that affect the PPG students’ motivation

in attending the PPG program as classified using a taxonomy of human motivation

(Ryan & Deci, 2000). They are (1) interest or enjoyment and (2) inherent

satisfaction in terms of the intrinsic motivation and also (3) salience of extrinsic

rewards, (4) ego involvement, (5) conscious valuing of activity, and (6) hierarchical

synthesis of goals that underlie the extrinsic motivation. Second, the positive

impacts of the PPG program increase the PPG students’ motivation to learn English

through the program seen from their contextual changes in concepts of thinking and

learning caused by the experiential learning and culturally responsive teaching

applied in the learning process.

Keywords: PPG program, motivation, experiential learning, culturally responsive

teaching


vii

ABSTRAK

Kristianingrum, Nindya Primandita. (2017). Positive Impacts of Teacher

Profession Education (PPG) Program on Motivation to Learn English: A Study at

PPG 2016. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Perbedaan kesempatan untuk memperoleh pendidikan di Indonesia

sangatlah tinggi. Disamping itu, kompetensi guru di Indonesia dalam mengajar

yang relatif kurang juga menjadi suatu rintangan bagi sistem pendidikan. Bertujuan

untuk menyelesaikan masalah-masalah tersebut, pemerintah Indonesia bekerja

sama dengan institusi-institusi pendidikan telah merancang beberapa program

pendidikan yaitu SM-3T dan PPG. Program-program ini dirancang untuk

melengkapi para calon guru dengan pengalaman mengajar di daerah-daerah

terdepan, terluar, dan tertinggal dan memahami kompetensi guru secara mendalam.

Universitas Sanata Dharma menjadi salah satu universitas untuk mengadakan

program PPG tersebut selama satu tahun pada tahun 2016. Program PPG yang

diadakan di Universitas Sanata Dharma menyediakan bermacam kegiatan

pembelajaran yang meningkatkan motivasi para peserta didik untuk mempelajari

bahasa Inggris, akan pentingnya hal tersebut bagi profesi mengajar mereka kelak.

Penelitian ini bertujuan untuk mengetahui dampak-dampak dari program

PPG terhadap motivasi para peserta didik program PPG dalam mempelajari bahasa

Inggris. Terdapat dua pertanyaan penelitian yang ditujukan dalam penelitian ini.

Pertama, “Apa sajakah faktor-faktor yang mempengaruhi motivasi para peserta

didik program PPG dalam mengikuti program tersebut?” dan kedua, “Apa sajakah

dampak-dampak dari program PPG terhadap motivasi para peserta didik program

PPG untuk mempelajari bahasa Inggris melalui program tersebut?”

Peneliti menggunakan pendekatan kualitatif dengan penelitian interpretasi

dasar dalam penelitian ini. Subjek penelitian yaitu 3 orang peserta didik program

PPG yang diselenggarakan di Universitas Sanata Dharma. Peneliti memakai

wawancara kelompok (focus group interview) sebagai teknik utama dalam

pengambilan data. Hasil dari wawancara kelompok (focus group interviews)

kemudian dianalisa untuk menjawab pertanyaan-pertanyaan penelitian.

Berdasarkan hasil analisis data, terdapat dua kesimpulan dari penelitian ini.

Pertama, terdapat 6 faktor yang mempengaruhi motivasi para peserta didik program

PPG dalam mengikuti program seperti yang digolongkan menggunakan taksonomi

motivasi manusia (Ryan dan Deci, 2000) antara lain (1) minat atau kesenangan dan

(2) kepuasan permanen dalam motivasi intrinsik serta (3) kebutuhan upah eksternal,

(4) keterlibatan ego, (5) penilaian pada aktivitas, dan (6) perpaduan hirarki pada

tujuan yang mendasari motivasi intrinsik. Kesimpulan kedua, dampak-dampak

positif dari program PPG meningkatkan motivasi para peserta didik dalam

mempelajari bahasa Inggris melalui program tersebut yang terlihat dari perubahan

kontekstual pada konsep berpikir dan belajar dengan diterapkannya pengajaran

responsif secara budaya dan pembelajaran pengalaman dalam proses pembelajaran.

Kata kunci: PPG program, motivation, experiential learning, culturally responsive

teaching


viii

ACKNOWLEDGEMENTS

ACKNOWLEDGEMENTS

First of all, I would like to send my gratitude to Jesus Christ, my savior,

for all blessings, time, guidance, and health that are always given to me so that I

can finally finish my thesis. I want to thank Him for every help He has given to me

throughout this process of writing my thesis. He has also blessed me through the

kind people around me who always support me to strive through the ups and downs

in doing my responsibility. Without all of His blessings, I would not be able to

finish my thesis well.

I thank God for giving me such wise parents who always guide and support

me. I would like to send my gratitude to my father, TMA. Kristanto and my

mother, Hermin Istiningrum, who always love and inspire me in writing this

thesis. I also want to thank my only sister, Reggita Citrasari Kristianingrum, and

all my big family members who always give their support within the process of

finishing this thesis.

I would also deliver my big gratitude to my great advisor, Markus

Budiraharjo, M.Ed., Ed.D. who always shows his dedication in guiding me

along the process of writing this thesis. I would not be able to finish this thesis alone

without his patience, guidance, and advice in helping me to finish this big

responsibility. I thank him for the given chances to consult my thesis due to his

busy time. I also want to deliver my apology to him for all mistakes I have ever

made during the process of finishing this thesis. Furthermore, I thank all lecturers

of Sanata Dharma University who also take part of helping me to finish my duties


ix

including this thesis, especially for Pius Nurwidasa Prihatin, Ed.D. as my

academic advisor who has become an important figure for my study at this

university in these four years. I thank him for his guidance along the learning

dynamics I went through in this university.

I also want to express my gratitude for my classmates, Class C PBI 2013

who always spread love within these four years. Besides, I also thank my friend,

Martha Giovani Anggasta Paramita, as we had the same field and participants

for our own research. I do not forget to thank my partner, Andhika Putra

Rahardjo, who always motivates me to go through the rises and falls in finishing

this thesis. In addition, I would like to send my gratitude to my colleague, Yohanes

Maria Restu Dian Raharjo, and my senior in S2 PBI, Thomas Wahyu Prabowo

Mukti, who spared their time to read and give advice towards this thesis as well. I

also thank other parties who helped me in giving such advice for my thesis to make

it better. Above all, I would like to give those great people my biggest gratitude and

love for everything they have given to me this far.



x

TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................... i

APPROVAL PAGES .............................................................................................. ii

STATEMENT OF WORK’S ORIGINALITY ...................................................... iv

LEMBAR PERNYATAAN PERSETUJUAN ............................................................ v

ABSTRACT ........................................................................................................... vi

ABSTRAK .............................................................................................................. vii

ACKNOWLEDGEMENTS ................................................................................. viii

TABLE OF CONTENTS ........................................................................................ x

LIST OF TABLES ................................................................................................ xii

LIST OF FIGURES ............................................................................................. xiii

LIST OF APPENDICES ...................................................................................... xiv

CHAPTER I. INTRODUCTION ............................................................................ 1

A. Research Background ........................................................................ 1

B. Research Questions ............................................................................ 5

C. Research Significance ........................................................................ 6

D. Definition of Terms ........................................................................... 7

CHAPTER II. REVIEW OF RELATED LITERATURE ...................................... 9

A. Theoretical Description ...................................................................... 9

B. Theoretical Framework .................................................................... 19

CHAPTER III. RESEARCH METHODOLOGY ................................................ 21

A. Research Method ............................................................................. 21

B. Research Setting .............................................................................. 22

C. Research Participants ....................................................................... 23

D. Instruments and Data Gathering Technique .................................... 24

E. Data Analysis Technique ................................................................. 26


xi

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................ 29

A. Participants’ Brief Biographies ........................................................ 29

B. Discussion ........................................................................................ 35

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ....................... 65

A. Conclusions .......................................................................................65

B. Recommendations .............................................................................67

REFERENCES ...................................................................................................... 68

APPENDICES ...................................................................................................... 72


xii

LIST OF TABLES

Table 3.1. Coding of Motivation ........................................................................... 27

Table 4.1. Motivation Categorization of PPG Students’ Experiences .................. 36


xiii

LIST OF FIGURES

Figure Page

Figure 2.1. Ryan and Deci’s taxonomy of human motivation .............................. 14

Figure 3.1 Interview Guideline ............................................................................ 25


xiv

LIST OF APPENDICES

APPENDIX A. Interview Question Number 1 ..................................................... 73

APPENDIX B. Interview Question Number 2 ..................................................... 74

APPENDIX C. Interview Question Number 3 ..................................................... 75

APPENDIX D. Interview Question Number 4 ..................................................... 76

APPENDIX E. Interview Question Number 5 ...................................................... 77

APPENDIX F. Interview Question Number 6 ...................................................... 78

APPENDIX G. Interview Question Number 7 ..................................................... 79

APPENDIX H. Interview Question Number 8 ..................................................... 80

APPENDIX I. Interview Question Number 9 ....................................................... 81

APPENDIX J. Interview Question Number 10 .................................................... 82

APPENDIX K. Coding of Motivation .................................................................. 83


1

CHAPTER I

INTRODUCTION

This chapter consists of four parts, namely the research background,

research questions, research significance, and definition of terms. The first part is

the research background which discusses the research rationale and description of

the topic. The second part is the research questions in which the researcher

formulates the research problems that will be answered through this research in a

form of questions. The third part is the research significance which identifies the

benefits and contributions of this research for several parties. The last part is the

definition of terms which describes several keywords related to this research.

A. Research Background

Education in Indonesia has been developing within years. Yet, there are still

several educational problems that arise. Some of the major problems are on the

relatively insufficient teacher competence in teaching and limited number of

teachers especially in remote areas. Nowadays, there are a lot of teachers who still

need to enrich their knowledge of the subjects they teach in order to be able to

deliver the knowledge and skills to the students. Besides, another crucial problem

comes from the limited number of teacher candidates in some places. The real

example is those which are located at the 3T (Terdepan, Terluar, dan Tertinggal)

or foremost, outermost, and left-behind areas. Those areas really need a serious

attention from the government to fix the obstacles that impede the students from the

access to study through formal schools. Therefore, the Indonesian government and


2

educational institutions collaborate in optimizing the education system to overcome

these problems.

The Indonesian government is now paying their concern to reduce the

impacts due to the educational problems. The Indonesian educational institutions

design several educational programs that equip the Indonesian teachers with a

professional teaching competency. As regulated in Peraturan Menteri Pendidikan

dan Kebudayaan Republik Indonesia Nomor 87 (2013), these programs include a

design of a profession education that tends to facilitate the Indonesian teachers to

develop their knowledge and professionalism in teaching. Besides, these programs

also examine the teachers to dedicate themselves to work anywhere they are

assigned. The educational institutions must be selective in assigning potential

teachers to any places that mostly need them. Thus, the Indonesian government has

paid their concern to overcome the problems through these educational programs.

One of the Indonesian government’s programs in overcoming the

educational problems is a program known as SM-3T, which stands for Sarjana

Mengajar di Daerah Terdepan, Terluar, dan Tertinggal (graduates assigned to

teach in frontier, outermost, and left-behind areas). According to Kementerian

Riset, Teknologi, dan Pendidikan Tinggi (2016), SM-3T is intended to graduates

who want to devote themselves to teaching profession. In the SM-3T program, the

graduates are assigned to teach at some places categorized as 3T areas such as

Kalimantan, Sulawesi, Irian Jaya (Papua), and other islands in Indonesia. Those

who are selected to attend the SM-3T program will teach at schools of these places.


3

This program is designed optimally in such a way that it becomes a field in which

the graduates can devote their teaching skills to teaching in the remote areas.

Beside the SM-3T program, the Indonesian government, in this case the

ministry of education, holds a program called Pendidikan Profesi Guru (Teacher

Profession Education) abbreviated as PPG. According to Peraturan Menteri

Pendidikan dan Kebudayaan Republik Indonesia Nomor 87 (2013), Pendidikan

Profesi Guru (PPG) program is an educational program that is held to prepare S1

graduates of education and S1/DIV non-education who have talents and passion to

become teachers for mastering teacher competence well and obtaining a certificate

of a professional educator for early childhood schools, elementary schools, and

secondary schools. It is a continuation for the graduates who have finished their

teaching practices in the 3T areas to obtain the profession education. As the main

objective of this PPG program, the graduates as teacher candidates are trained to

develop their pedagogical competence, professional competence, social

competence, and personal competence as they are necessary for their teaching

profession.

In 2016, the Indonesian government assigned Sanata Dharma University to

be one of universities holding the training of PPG program. The program was

conducted by the English Language Education Study Program of the Faculty of

Teachers Training and Education. There were 13 students who were mostly from

Nusa Tenggara Timur received the chance to study at Sanata Dharma University

for about one year. They had finished their study at university majoring in English

Education and done their teaching practices in some places of the 3T areas. Hence,


4

in attending the PPG program, the PPG students were trained to develop their

teacher competence. Here, the PPG lecturers of Sanata Dharma University used an

approach known as culturally responsive teaching in the learning process. The

lecturers built an inclusive learning environment that could create culturally

appropriate approaches from cultural knowledge and experiences of diverse

students (Vavrus, 2008). Having culturally responsive teaching as the approach, the

lecturers were accountable for the PPG students’ learning development.

One of the most essential aspects that the PPG students need for learning

through the PPG program is motivation to learn. As they are expected to have good

teaching competencies for their future teaching profession, they need a great

motivation to learn English as the subject that they are going to teach. In attending

the PPG program in Sanata Dharma University, the PPG students are provided with

various learning activities to equip them with good teaching competencies. Here,

the PPG students experience a lot of new things provided by the PPG lecturers

within the time passes by. This process of learning is called an experiential learning.

As Kolb (1984, p. 6) suggests, “experiential learning is a process whereby

knowledge is created through the transformation of experience”. By having this

kind of experiential learning, the PPG students will make use of any lessons they

got to improve themselves in learning. Hence, as the importance of having

motivation in learning, the researcher assumes that the PPG program held in Sanata

Dharma University can give positive impacts that increase the PPG students’

motivation to learn English through the program.


5

Based on the phenomenon of the teachers’ lack of teaching mastery, the

researcher decided to conduct research dealing with the PPG students’ motivation

to learn English as the selected teacher candidates to attend such an educational

program. As people know, the motivation becomes one of the most important

aspects to have in learning that leads to greater achievements. As the main objective

of attending this program, the PPG students are prepared with a comprehension of

English and teaching mastery as generated in the teacher competence. In becoming

a teacher, the teaching mastery and willingness in teaching are fully determined by

motivation. In order to obtain these aspects optimally, the PPG students need to

have the motivation to comprehend all lessons provided within the learning process.

Thus, this research is intended to reveal the factors that affect the PPG students’

motivation in attending the PPG program and impacts of the PPG program on the

PPG students’ motivation to learn English through the program.

B. Research Questions

Based on the background of the study, the problems in this research can be

formulated as follows:

1. What factors affect the PPG students’ motivation in attending the PPG

program?

2. What are the impacts of the PPG program on the PPG students’ motivation

to learn English through the program?


6

C. Research Significance

This research is expected to provide benefits and contribution to certain

parties as follows:

1. Pendidikan Profesi Guru (PPG) Students

As this research studies the motivation of the teacher candidates who became

the participants of the PPG program, the findings are beneficial to other students

taking a similar program. They will learn that motivation plays an important role

for their success. If they are strongly motivated to learn, they will surely be

successful. So, their motivation, either internal or external, will drive them to study

seriously to get the best learning achievements.

2. Pendidikan Profesi Guru (PPG) Lecturers

The significance of this research for PPG lecturers in certain places is that

having acknowledgement of the students who basically have diverse knowledge

backgrounds and learning capabilities is really important since it will help the

lecturers to choose the most suitable learning approach to be used in teaching the

students. By having a good approach in teaching, the PPG lecturers will easily meet

the main goal of this program that is helping the PPG students to master the teacher

competence well by the end of this program.

3. Future Researchers

As this research deals with the phenomenon of the PPG program as the

profession education focusing on the students’ motivation in learning, the

researcher hopes that this research will provide inspirations for future researchers


7

to hold similar research in the context of motivation in learning applied in certain

fields of study.

D. Definition of Terms

This study concerns with some terms. Therefore, in order to make the

concern clearer, the terms are defined as the following:

1. Impact

As defined in Webster’s Encyclopedic Unabridged Dictionary of the English

Language (2001), impact refers to the influence or effect that something has on

subject or something. Based on this definition, impacts in this research mean the

effects resulted from the PPG program on the PPG students’ motivation to learn

English. The PPG program is designed in such a way that the PPG students can

comprehend the values of teacher competence and apply them to their future

teaching profession. Therefore, the positive impacts that the PPG students have got

from attending the PPG program held in Sanata Dharma University show the

positive effects to their motivation to learn English through the program.

2. Pendidikan Profesi Guru (PPG) Program

According to Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 87 (2013, p. 2), “Program Pendidikan Profesi Guru Prajabatan

which is now known as PPG program is an educational program that is held to

prepare S1 graduates of education and S1/DIV non-education who have talents and

passion to become teachers for mastering teacher competence well and obtaining a

certificate of a professional educator for early childhood schools, elementary

schools, and secondary schools”. Referring to the definition which has been


8

explained, the PPG program in this research can be defined as a program which is

intended to help the teacher candidates develop their teacher competence and get a

certificate of a professional educator to teach at schools.

3. Motivation

Motivation is the dynamically changing in a person that directs and evaluates

the process to be acted out (Dornyei & Otto, 1998). In line with the definition,

Dornyei and Otto (1998) also state that the motivation people have will determine

how they set their goals. The more difficult the goal, the greater the achievement

will be. The motivation will encourage people to work optimally on certain fields.

In this research, motivation refers to the inner drive that encourages the PPG

students to learn English optimally in attending the PPG program held in Sanata

Dharma University.


9

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two major parts, namely the theoretical description

and theoretical framework. The first part is the theoretical description which

presents some theories about Pendidikan Profesi Guru (PPG) program, motivation,

application of experiential learning in education, and application of culturally

responsive teaching in education. The second part is the theoretical framework

which provides information about why and how those theories support the research

in order to answer the problems of this research.

A. Theoretical Description

The researcher uses four major theories that underlie the research topic. The

first theory is about Pendidikan Profesi Guru (PPG) program as the domain of the

research. The second theory is about motivation that becomes the main concern of

this research. The third theory is related to the application of experiential learning

in education. Meanwhile, the last theory is about the application of Culturally

Responsive Teaching (CRT) in education.

1. Pendidikan Profesi Guru (PPG) Program

As cited in Kementerian Pendidikan Nasional Republik Indonesia (2005)

about teachers and lecturers, the teacher competence includes the pedagogical

competence, professional competence, social competence, and personal

competence obtained from a profession education. The ministry of education and

culture of Indonesia holds a program called Pendidikan Profesi Guru (PPG) to


10

improve the teacher competence among the teacher candidates. Peraturan Menteri

Pendidikan dan Kebudayaan Republik Indonesia Nomor 87 (2013) defines

Pendidikan Profesi Guru (PPG) program as an educational program that is held to

prepare S1 graduates of education and S1/DIV non-education who have talents and

passion to become teachers for mastering teacher competence well and obtaining a

certificate of a professional educator for early childhood schools, elementary

schools, and secondary schools. This program is specially designed to provide

chances for the teacher candidates to improve their teaching skills and

professionalism.

There are some universities in Indonesia selected by the Ministry of

Education to be educational institutions in which the teachers will be trained

(Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 87,

2013). There are some rules that regulate universities that are allowed to hold the

PPG program including the prerequisites of having accreditation at least B

established by National Accreditation of Colleges (BAN-PT), having at least two

lecturers qualified as Doctor (S3) and four lecturers qualified as Master (S2), having

facilities and infrastructures that support the PPG program, including a student

dormitory as an integral part in the preparation process of professional teachers, and

having a partnership program and network with some schools that have

accreditation rank at least B and fulfill the requirement for the implementation of a

pre-service teaching program (Program Pengalaman Lapangan/PPL).

As cited in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 87 (2013), a curriculum structure of PPG includes workshops for


11

developing the learning sets, teaching practices through a micro teaching, a learning

with their colleagues, the pre-service teaching (PPL), and a program of major

enrichment and/or pedagogy. As regulated in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 87 (2013), the specific pedagogical skill

of the study program is in a form of activities that give experiences to teachers to

develop comprehensive learning materials, including the lesson plan (RPP),

teaching materials, learning media, learning evaluation, and student’s worksheet

(LKS). The participant quota is set by the Ministry of Education. In the end of the

PPG program, there will be a competency test which is held by LPTK (Lembaga

Pendidikan Tenaga Kependidikan) in cooperation with a profession organization

given to the PPG students. The participants who pass the competency test will get

a certificate of a professional educator given by the LPTK institution. They will

have an abbreviated professional title Gr after their name.

2. Motivation

Motivation is defined as “the dynamically changing in a person that directs

and evaluates the process to be acted out” (Dornyei & Otto, 1998, p. 65). Dornyei

(2001, p. 7) also states, “motivation explains why people decide to do something,

how hard they are going to achieve it and how long they are willing to maintain the

activity”. “Human motivation is at its highest when people are competent, have

sufficient autonomy, set worthwhile goals, get feedback, and are affirmed by

others” (Walker & Symons, 1997, p. 16). Since someone’s motivation can get along

the process passes by, motivation is possible to change because of experiences

(Ormrod, 2011). Motivation plays an essential role in a process of learning since it


12

encourages an individual to respond and make decisions in doing a certain activity.

In summary, motivation grows along the process of experiencing many things.

Motivation also becomes one of important aspects that influences

someone’s success in learning. It has a very important role in determining success

or failure in any learning situation (Dornyei, 2001). Motivation bears a close

relation to the learning and performance, that is, motivation influences the learning

and performance and what students do and learn influences their motivation

(Pintrich & Schunk, 1996). Since then, teachers have a responsibility to facilitate

the students in gaining motivation in learning. Teachers are expected to give such

motivation that may influence students’ readiness in learning. The teachers’

motivational influences are separated into four dimensions (Dornyei & Otto, 1998)

including the personal characteristics of teachers (motivation, commitment,

warmth, empathy, competence, etc.), teacher immediacy, active motivational

socializing behavior (modelling, task presentations, feedback/reward system), and

classroom management. It is also stated by Deci and Ryan (1985, p. 245),

“educational environment has to provide optimal challenges, rich sources of

stimulation and a context of autonomy that will help the student’s motivation to

flourish”. Therefore, the motivation in learning is likely to increase by the help of

teachers and other streams in the educational environment.

Motivation that a student has in learning will affect his or her success in

gaining greater knowledge of understanding. Spolsky (1990) suggests that

motivated students seem to learn more and learn quickly than students who are less

motivated. By having such high motivation in learning, students will have an


13

awareness of learning activities given. They will have a tendency to find essences

of the learning activities. According to Brophy as cited in Woolfolk (1990, p. 328),

“student’s motivation to learn is a student’s tendency to find academic activities

which are meaningful and worthwhile and try to derive the academic advantages

from those activities”. The action of expecting advantages from the learning

activities shows the achievement motivation. Atkinson’s (1974) achievement

motivation theory includes two components; the need for achievement and fear of

failure. He adds that the need for an achievement is whenever individuals with a

high need for an achievement are interested in excellence for its own sake rather

than for the extrinsic rewards it can bring, work hardly, and persist in the failure.

Meanwhile, the fear of failure is when individuals having the main drive to do well

comes from avoiding a negative outcome rather than approaching a positive one

(Atkinson, 1974).

According to Deci and Ryan (1985), there are two types of motivation which

are intrinsic motivation and extrinsic motivation. They are distinguished from the

different reasons or goals that give rise to an action. As categorized in a taxonomy

of human motivation (Ryan & Deci, 2000), each type is followed by a regulatory

style and underlaid by some associated processes or factors. The categorization of

each type of motivation is shown in the following figure.


14

Figure 2.1. Ryan and Deci’s taxonomy of human motivation

Intrinsic motivation refers to the doing of an activity for the need of

satisfactions rather than for some separable outcome (Ryan & Deci, 2000). Intrinsic

motivation exists in the relation between individuals and activities. An experimental

study held by White (1959) shows that spontaneous behaviors appear not to be done

for any instrumental reasons, but rather for the positive experiences associated with

exercising and extending one’s capacities. There are two kinds of associated

processes or factors that underlie intrinsic motivation as stated in a taxonomy of

human motivation proposed by Ryan and Deci (2000). The factors are interest or

enjoyment and inherent satisfaction. According to Ryan and Deci (2000), in the

interest or enjoyment as the factor, the intrinsic motivation appears from the self-

determined activity that sets off an individual to do it because it is inherently

interesting and enjoyable. Meanwhile, the inherent satisfaction as a factor of

intrinsic motivation is the term of satisfaction that a person gains from an

intrinsically motivated task engagement.


15

On the other hand, extrinsic motivation refers to the will that triggers

someone to do an activity that leads to a certain outcome afterward (Ryan & Deci,

2000). A taxonomy of human motivation constructed by Ryan and Deci (2000)

suggests four regulatory styles or types including external regulation, introjection,

identification, and integration. The least autonomous form of extrinsic motivation

is the external regulation. Ryan and Deci (2000) state that people who have the

external regulation as the factor in doing actions usually perform behaviors in order

to satisfy an external demand or obtain an externally reward that follows certain

activities. They will become controlled. The factors that underlie the external

regulation are salience of extrinsic rewards and compliance (Ryan & Deci, 2000).

The second type of extrinsic motivation is an introjection or introjected

regulation. It describes a type of internal regulation since people perform actions of

doing certain activities followed with the feeling of pressure in order to avoid guilt

or anxiety or to attain ego-enhancements or pride (Ryan & Deci, 2000). A classic

form of introjection is an ego involvement (Nicholls, 1984; Ryan, 1982), in which

a person performs an act in order to enhance or maintain self-esteem and the feeling

of worth. The factors that underlie the introjection are an ego involvement and a

focus on approval from self or others.

The more autonomous or self-determined form of extrinsic motivation is a

regulation through an identification (Ryan & Deci, 2000). They add that in having

the identification, the person has identified with the personal importance of a

behavior and has accepted a regulation as his or her own. Learners will get a

stronger sense of being in control if they recognize their learning activities to be


16

relevant to what they are trying to accomplish (Vockell, 2001). The factors that

determine the identification as extrinsic motivation are conscious valuing of activity

and self-endorsement of goals (Ryan & Deci, 2000).

The last, the most autonomous form of extrinsic motivation is an integration.

The integration occurs through self-examination and brings new regulations into

congruence with one’s other values and needs. The more one internalizes the reason

for an action and assimilates them to the self, the more one’s extrinsically motivated

actions become self-determined (Ryan & Deci, 2000). It deals with the goal-

oriented that an individual has caused by purposes and goals to be set that affect his

or her motivation (Locke & Latham, 1990). Hence, the underlying factors of the

integration are hierarchical synthesis of goals and congruence.

3. Application of Experiential Learning in Education

Experience is a part of a learning process in human’s daily life. Human

cannot deny that experience has become an integral part in constructing knowledge

(Dewey, 1997). The process of constructing knowledge from the experiences is

commonly called an experiential learning. Dewey means the experiential learning

as a cycle of “trying” and “undergoing” by becoming aware of a problem, getting

an idea, trying out to response, experiencing the consequences, and either

confirming or modifying previous conceptions (as cited in Lewis & Williams, 1994,

p. 6). It shows the continuity of experience in which every experience both takes up

something from the past and modifies in something comes after (Dewey, 1938).

The four types of learning specified by Kolb (1984) are by getting involved

fully in new experiences, reflecting on and interpreting these experiences from


17

different perspectives, creating concepts and integrating their observations

logically, and using their learning and new theories to solve problems and make

decisions to meet new challenges. In the experiential learning, in order to obtain

concrete experiences, there must be a recall of past experiences assisted by the

lecturers through role plays or case studies, a reflective observation made by group

discussions, reflective papers, journals, an abstract conceptualization, print sources,

films, or problem-solving exercises (Claxton, 1990). The process of the experiential

learning occurs in the modifying of past experiences with the help of teachers using

reflective learning media.

The actualization of the experiential learning is relevant to the goal of

education which is to raise the critical consciousness of learners by having

experiential encounters with the realities of their culture (Freire, 1970). Experiential

education places students in an experience then encourages reflection about the

experience to develop new skills, new attitudes, or new ways of thinking (Lewis &

Williams, 1994). They also propose that in the experiential learning, models of good

practice in adult education must utilize students’ previous experiences in order to

enhance their current and future learning. Here, students draw upon their

background and previous learning in classroom. Responsive teachers will make use

of the students’ prior experience as a catalyst for a new learning. Hence, educators

are accountable for what learners know and are able to do (Lewis & Williams,

1994). Thus, the experiential learning used in education can enable teachers to

facilitate the students with various activities based on their learning background.


18

4. Application of Culturally Responsive Teaching in Education

According to Vavrus (2008), culturally responsive teaching (CRT) is an

expression of a multicultural education. He adds that CRT provides support to the

cultural identities off struggling students to obtain an academic achievement

throughout the learning process. Ginsberg and Wlodkowski (2009) state that the

goal of the culturally responsive teaching is to create compelling learning

experiences through which learners are able to maintain their integrity as they attain

relevant educational success. In order to obtain such a goal, teachers proactively

build an inclusive learning environment that can create culturally appropriate

approaches from cultural knowledge and experiences of diverse students (Vavrus,

2008). He further adds that the interaction between a teacher and a student that

becomes a key learning site that can determine the student’s learning development.

CRT pedagogy concept is such a two-way communicative process applied by

teachers to help students be active participants in the production and acquisition of

knowledge. CRT application on a learning style integrates teachers’ ability to

incorporate the cultural context of teaching and learning into the curriculum based

on students’ own cultural perceptions, build interpersonal relationships with

students, and adjust teaching approaches that are appropriate for students’ learning

styles. Culturally responsive teachers will communicate academic expectations to

individual students who have historically struggled academically through a critical

reflection practiced regularly (Vavrus, 2008). Thus, the application of the culturally

responsive teaching in education is expected to help the culturally diverse students

in their process of learning.


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B. Theoretical Framework

After discussing the theoretical description of this research, the researcher

combines the theories from the theoretical description into the theoretical

framework. In this part, the researcher explains the reasons for choosing the theories

in relation to the research problems and how the theories support the researcher in

answering the problems of this research.

In order to address the first research question which is about the factors that

affect the PPG students’ motivation in attending the PPG program, the researcher

employs some relevant theories of students’ motivation in learning. The theories

are from Spolsky (1990), Woolfolk (1990), and Atkinson (1974) that mainly define

motivation in learning as having a very important role in determining success or

failure in any learning situation. Besides, there is also the theory of a taxonomy of

human motivation by Ryan and Deci (2000) and supporting theories by White

(1959), Nicholls (1984), Ryan (1982), Vockell (2001), and Locke and Latham

(1990) that categorize the motivation into several factors or associated processes as

in the taxonomy of human motivation. Therefore, the diverse factors that affect

students’ motivation are generally influenced by their different perspectives toward

the value of the activity they are doing.

In order to answer the second research question which is about the impacts

of the PPG program on the PPG students’ motivation to learn English through the

program, the researcher employs the theories of experiential learning by Lewis and

Williams (1994), Dewey (1938), Kolb (2015), and Freire (1970) to prove the

actualization of the experiential learning which is relevant to the goal of education


20

to raise the critical consciousness of learners by having experiential encounters with

the realities of their culture. Besides, the research also employs the theories of

culturally responsive teaching by Vavrus (2008) as it is applied in the teaching and

learning processes during the PPG program in Sanata Dharma University. It is about

how teachers proactively build an inclusive learning environment to create

culturally appropriate approaches from cultural knowledge and experiences of

diverse students. The application of the culturally responsive teaching and

experiential learning is relevant to some theories of motivation proposed by

Pintrinch and Schunk (1996), Ormrod (2011), Walker and Symons (1997), and Deci

and Ryan (1985). Hence, by holding such learning activities that are based on the

principle of experiential learning and culturally responsive teaching, the PPG

students’ motivation increases gradually.


21

CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with the methodology used in conducting this research

which consists of five major parts, namely the research method, research setting,

research participants, instruments and data gathering technique, and data analysis

technique.

A. Research Method

In this research, the researcher employed a qualitative approach.

“Qualitative research focuses on understanding social phenomena from the

perspectives of the human participants in natural settings” (Ary, Jacobs, Sorensen,

& Razavieh, 2010, p. 22). Here, researchers can understand human behavior by

focusing on the meanings of the events in which certain people are involved. As

Ary, Jacobs, Sorensen, and Razavieh (2010) state, in holding such research, the way

people do, think, and feel is important to know since the researcher must attempt to

understand the reality. Hence, the researcher employed this qualitative research to

understand and interpret the PPG students’ motivation to learn English in attending

the PPG program.

This research specifically belongs to a basic interpretative study. Ary,

Jacobs, Sorensen, and Razavieh (2010) state that the basic interpretative study

provides rich descriptive accounts targeted to understand a phenomenon, a process,

or a particular point of view from the people’s perspectives who are involved. The

basic goal of this interpretative study is to understand the meaning people make of


22

their experiences about how they create their own meanings in interacting. Ary,

Jacobs, Sorensen, and Razavieh (2010) add that in analyzing the data, this kind of

study involves categorization and development of patterns or themes interpreted by

the researcher through his or her own disciplinary lens. As its simplicity, this kind

of study may be shorter in duration than other qualitative forms since the researcher

only describes and attempts to interpret an experience, with the researcher not as

fully involved in the context.

As this study seeks to understand the participants’ point of view, the

researcher gathered the data through some focus group interviews. According to

Kitzinger (1995, p. 299), “focus groups are a form of group interview that

capitalizes on communication between research participants in a simple and

convenient way to generate data”. She adds that the group interview is particularly

appropriate when the interview has a series of open-ended questions that encourage

the participants to explore their points of view on something in their own

vocabulary. Hence, the group interviews were done to the three PPG students using

some open-ended questions.

B. Research Setting

The research was conducted in English Language Education Study Program

of Sanata Dharma University. This research focused on studying the PPG students

who attended the PPG program in academic year 2016/2017. Hence, the data

gathering of this research was conducted in odd semester (November - December

2016), while the PPG students were having their last semester in attending the


23

program. The researcher conducted some focus group interviews with the three

PPG students on November 27, 2016 and December 4, 2016.

C. Research Participants

As Ary, Jacobs, Sorensen, and Razavieh (2010) suggest, qualitative research

only uses small samples in order to obtain art of understanding gathered from these

samples. The participants of this research were the students of Pendidikan Profesi

Guru (PPG) program in Sanata Dharma University. There were three PPG students

selected as the participants for this research. In choosing these participants, the

researcher used a purposive sampling. As it refers to judge sampling in which

elements judged to be typical, or representative, are chosen from the population

(Ary et al., 2010), the researcher chose three participants who came from Nusa

Tenggara Timur (NTT) and had teaching experiences as the purposes for becoming

the representatives.

Another reason was that personal and educational backgrounds of these PPG

students could give the empirical data for the research needs related to motivation.

There were three PPG students selected as the participants for this research. In order

to obtain relevant data, the researcher selected the participants who had sufficient

knowledge and experiences of the discussed phenomenon. These three participants

were those who had relevant experiences to the motivational aspects. The

participants’ experiences and backgrounds were known from the observation that

the researcher did while attending one meeting of the PPG classes and from the

analysis from the narrative story of the PPG students written in Pedagogi


24

Berkepedulian: Kisah-kisah Naratif Program Profesi Guru PBI Universitas Sanata

Dharma (Budiraharjo & Lasar, 2016).

Since the study included the participants’ personal experiences that could be

sensitive, the researcher concerned well to this by having their agreements in which

the participants agreed that their life stories would be narrated in the research and

labeling their names using some initials in the group interview transcripts. Thus,

the participants’ names were mentioned as P1, P2, and P3.

D. Instruments and Data Gathering Technique

In order to gather the data, the researcher employed an interview guideline

as the instrument. The researcher used focus group interviews to gather the data in

this research. “Focus groups are a form of group interview that capitalizes on

communication between research participants in a simple and convenient way to

generate data” (Kitzinger, 1995, p. 299). The focus group interviews were used to

gather the participants’ beliefs, opinions, and feelings about the things that they got

from attending the PPG program held in Sanata Dharma University as the impacts

of the program on their motivation to learn English. In doing the focus group

interviews, an interview guideline was used for guiding the researcher in giving

questions to the participants. The interview guideline was firstly made as the core

themes in which the researcher generalized the questions afterward. Based on some

major themes written in the interview guideline, the researcher made lists of

questions which were relevant to each theme. In designing the questions, the

researcher made relevant questions to seek out a detailed description which was

mainly based on the interview guideline as follows:


25

Interview Guideline Theory

Focus Group Interview 1

1. The experiences of studying at university in NTT Experiential learning

- Dewey (1938)

- Kolb (2015) 2. The experiences of teaching through the SM-3T

program

3. The reasons for joining the PPG program Motivation

- Ryan & Deci (2000)

- Atkinson (1974) 4. The motivation in attending the learning process in

the PPG program

5. The visions in becoming an English teacher

6. The impressions that the PPG students get in

attending the PPG program

Culturally

Responsive Teaching

Vavrus (2008)

Focus Group Interview 2

1. The PPG students’ knowledge of the PPG program PPG program

Permendikbud Nomor

87 (2013)

2. The feelings in attending the PPG program Motivation

- Ryan & Deci (2000)

- Atkinson (1974) 3. The expectations for attending the PPG program

4. The experiences of learning in the PPG program that

affect professionalism as English teachers

Experiential learning

- Dewey (1938)

- Kolb (2015) 5. The new experiences that the participants get from

attending the PPG program Figure 3.1. Interview Guideline

The researcher might also modify some questions during the group

interviews orally when needed. The focus group interviews used open-ended

questions which might give deeper meanings from the participants’ answers about

their own experiences. The focus group interviews were done in Indonesian. The

reason for choosing Indonesian as the main language used in these kinds of

interviews is because the major aim is to grasp deep meanings from each

participant’s answer of personal experience. Thus, by using Indonesian in holding

the focus group interviews, the participants could fully express their feelings and it

could avoid the misunderstanding between the researcher and participants.

Therefore, the researcher asked some questions such as “Hal apa sajakah yang


26

membuat Anda berkeinginan untuk belajar secara lebih melalui program PPG?”

and “Apakah kesan yang didapatkan selama mengikuti program PPG di

Universitas Sanata Dharma?” to the participants. All of the questions were mainly

in relation to motivational aspects.

After all of the focus group interviews were done and the interview

transcripts as the original data were completed, they were given back to the

participants in order to check the validity and their agreements about all of the

statements included in the data. The participants might give corrections or

rejections if there were some invalid statements. Then, the researcher would revise

the data and give back the revised data to the participants until they met the

agreement to use the processed data. This process was done to attain valid data.

E. Data Analysis Technique

In analyzing the research data, the researcher applied a combination of data

analysis techniques from Moustakas (1994) and Creswell (2007). There are some

steps taken from Moustakas’ data analysis techniques and steps made by Creswell.

Those combined steps are epoche, familiarizing and organizing, coding and

reducing, synthesis of meanings and essences, and also validating.

1. Epoche

Epoche refers to a natural validation of research data gathered from the

participants because it is related to naturalness (Moustakas, 1994). Epoche deals

with obtaining new knowledge without influencing it. The researcher should not

make tendencies and prejudices while comprehending the research data. The

transcript of the research data was also transcribed originally as what was recorded


27

and based on the participants’ answers. The original transcript should be put away

from the researcher’s perspectives since the participants were also involved in

checking the transcript transcribed by the researcher.

2. Familiarizing and Organizing

Familiarization and organization are two early stages to do in retrieving

qualitative data suggested by Creswell in 2007 (as cited in Ary et al., 2010). After

the transcript was done, the researcher did rereading the transcripts and notes and

listening to the recordings repeatedly in order to become familiar with the data.

After that, the organizing steps began with the researcher compiling a list of

complete data sources and files or backup copies of original data.

3. Coding and Reducing

Coding and reducing process is a form of identification of categories and

themes from the research data suggested by Creswell in 2007 (as cited in Ary et al.,

2010). Coding is about developing concepts from the raw data by subdividing it

into categories or units of meaning. In coding the data, the researcher picked some

of the participants’ statements and categorized each statement using the taxonomy

of human motivation by Ryan and Deci (2000). In putting the relevant statements

to be used in coding, the researcher reduced or omitted some irrelevant statements

of the participants. The researcher put them into tables.

Table 3.1. Coding of Motivation

No Participant Experience Statement Type of Motivation Reason Brief

Explanation IM EM

ER ITJ IDN IGT


28

4. Synthesis of Meanings and Essences

Synthesis of meanings and essences was done by integrating and

summarizing all themes into a general description of the meanings and essences of

the participants’ experiences.

5. Validating

In analyzing the data, the researcher did the validating with the internal

member and external reviewers checking strategy. According to Creswell (2009),

the member strategy is to determine the accuracy of the qualitative findings through

taking the final report or specific description or themes back to the participants. The

internal member includes the three participants. The researcher did the validation

with the participants by confirming the filtered version of data transcripts which

contained essential statements related to the research problems to the participants

to know whether the participants agreed or disagreed with the filtered transcripts.

Besides, the researcher also asked two external reviewers to review and

validate the data. The first reviewer was one of the PPG program’s lecturers in

Sanata Dharma University. The second one was an ELESP student who also

conducted a study with the same field which was about PPG program of Sanata

Dharma University. Hence, the reviewers were considered to have a great

understanding of this study that led to an objective goal of assessment and

validation. Creswell (2009) states that having a reviewer to look over many aspects

of the project such as accuracy of transcription, the relationship between the

research questions and the data, the level of data analysis from the raw data through

interpretation enhance the overall validity of the qualitative study.


29

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents and discusses the research results which were

collected by the researcher through the focus group interviews. The results of this

research are used to answer the research questions which are related to the factors

that affect the PPG students’ motivation in attending the PPG program and impacts

of the PPG program that increase the PPG students’ motivation to learn English

through the program. There are two parts in this chapter. The first part is

participants’ brief biographies which explains each participant’s biography. The

second part is discussion which discusses the data analysis results.

A. Participants’ Brief Biographies

This part tells some background stories of the three participants which

include the participants’ personal identities, experiences before and while attending

the PPG program, learning styles, and their motivation in attending the program in

Sanata Dharma University.

1. Name: P1

He was one of male PPG students coming from Atambua, Nusa Tenggara

Timur who was selected as the lucky one to attend Pendidikan Profesi Guru (PPG)

program held in Sanata Dharma University, Yogyakarta. During his study at a

university in Kupang, Nusa Tenggara Timur, he once realized that his English skills

were not really good until he faced some learning obstacles, such as the lack of

material comprehension given by the lecturers and limited learning sources and


30

facilities to access further information. Since then, he got a futuristic plan, inspired

by his friend, that he wanted to join SM-3T and PPG program held by the

Indonesian government. He thought of getting big opportunities provided if he

joined those programs, including knowledge, financial and experiential

enhancement. In 2013, for about one year after graduating from university, he

taught at an elementary school and a senior high school located at Kabupaten Belu,

Nusa Tenggara Timur.

He then decided to register himself for the selection of SM-3T and PPG

program. Luckily, he was accepted to join the SM-3T program and assigned to teach

in Papua so that he had to quit from his previous work as a teacher in Belu, Nusa

Tenggara Timur. He thought of the needs for being competent to teach and share

his knowledge after going through those programs. His experience in teaching

continued with his duty to teach at a school in Papua through the SM-3T program.

At first, he had an assumption that the schools in Papua mostly had lack of

information and facilities for learning, but it changed when he knew that the

students had quite good competencies in learning. The major difficulty in his

teaching was about selecting the suitable materials that could cover each student’s

learning capability. Having a big responsibility to carry out a better teaching

transformation for the students, he worked optimally with the knowledge he had.

As the continuation of the SM-3T program, he had to continue his study

through the Pendidikan Profesi Guru (PPG) program. Different from most of his

friends who were placed in Kupang, Nusa Tenggara Timur to attend the PPG

program, he was selected as one of thirteen participants to attend the PPG program


31

in Sanata Dharma University, Yogyakarta. Getting information about Sanata

Dharma University from his friends who ever studied there made him feel

unconfident with his competence. Then, he transformed his fear as he went through

all learning processes into a powerful spirit due to the acceptance given by all PPG

lecturers. Since then, he was inspired by the lecturers’ work and guidance given to

the PPG students which were well and warm. By the end of this program, he hoped

to become a good English teacher who could encourage the students to love and use

the language well.

2. Name: P2

She actually had no motivation to learn English since her first time studying

at university. She chose English Education as her major study at a university in

Kupang, Nusa Tenggara Timur because she had no other choice. Having no passion

to learn English, she found many obstacles in learning due to the limited

encouragement given by the lecturers in the university and also limited facilities

such as Wi-fi provided that could not support her to get further information for

learning. Above all, although she realized that her English skills were not really

good, she wanted to know anything about the language including the structure and

how to use it properly. She worked hard to improve her skills until she finally

graduated. When her friend asked her to join a selection for the SM-3T program

together, she was not interested in joining it. Then, her friend registered her to join

that program either. Luckily, she was accepted to join the SM-3T program while

her friend was not. With the support from her family, she motivated herself to attend

this program as her wish to travel to other islands.


32

Having been accepted in the SM-3T program, she assumed that she would

teach at Papua. Yet, she had a chance to attend the SM-3T program in Kutai Barat,

Kalimantan Timur. There, she triggered her spirit to enjoy the time there to

experience a new situation and know the teaching methodologies used in

Kalimantan which were culturally different from those of applied in Kupang, Nusa

Tenggara Timur. Provided with the teaching skills that she had, she taught the

students in Kutai Barat, Kalimantan Timur through the SM-3T program. However,

there were some obstacles that she faced in teaching the students, such as opting

out the suitable materials that were not included in the handbook and optimizing

the practice of English skills to the students. She taught the students mostly using

Bahasa Indonesia because of their limited ability in understanding English and the

diverse levels of learning capabilities.

As she finished her teaching practices in the SM-3T program, she continued

her study through the PPG program. Knowing that she would be placed at Sanata

Dharma University Yogyakarta whose English Education Department was known

as one of the best study programs, she did not feel prepared with enough mental and

motivation. She started her study in Sanata Dharma University with a full of anxiety

and nervousness. Then, she was encouraged to study hard by the acceptance given

by the PPG lecturers. Starting from that time, she had a dream to form a habit of

using English to people around her in Nusa Tenggara Timur. By the time, she

realized that she had got a lot of experiences and lessons to learn from her study

through the PPG program in Sanata Dharma University. She felt a call of being a

teacher through her experiences during these few months then she decided to


33

become an English teacher who could motivate the students to learn well. She really

meant it because she had been also improved by the motivation she got throughout

this program as Ignatian Pedagogy orientation that the lecturers of this university

tended to apply within the learning process.

3. Name: P3

Her journey started with her family’s disagreement about her will to take

part in the SM-3T and PPG programs until finally, she struggled to pass this

condition. Her interest to take part in these programs was influenced by her cousins

who had been involved in the same programs in Papua and felt the improvement in

their skills afterward. Moreover, she found that the field of teaching was her passion

and wanted to become a teacher. She then followed all selection processes until she

was accepted to take part in the SM-3T program in Kalimantan Timur. She enjoyed

every process of teaching there. As a teacher candidate, she realized the need for

teaching competencies applied in her teaching practice. Yet, she could only apply

her teaching skills to some aspects because there were limited facilities and teaching

media, such as the lack of books as the primary learning sources and electronic stuff

as projectors and speakers that were not available in the classrooms. Going from

those boundaries, she tried to be professional by creating a breakthrough to engage

the students in enjoyable learning activities.

She realized that she had not mastered some points in her study at a

university in Nusa Tenggara Timur yet. She felt bordered by the limited facilities

provided and teaching methods used by the lecturers there. Realizing that she is a

curious individual who always wants to seek out new information, she felt the lack


34

of knowledge because of the limited access to the internet and unclear explanation

given by the lecturers. The limited Wi-fi capacity provided in the university made

her spend much money for accessing the internet outside the campus. Besides, the

lecturers did not give further references or learning sources to be accessed by the

students for their individual learning. Due to these difficulties in learning, she

struggled until the end.

The condition changed when she, fortunately, got the chances to study

further through the program as the continuation of the SM-3T program which was

called PPG program. She got a different atmosphere of learning due to the

acceptance from the lecturers. She found an effective learning method along the

program since the lecturers always gave her and her colleagues a lot of

reinforcements that triggered their spirits to learn English. Besides, the opportunity

of getting a lot of references or sources related to the materials being taught really

helped her and other students to broaden their knowledge. As a result, she felt

motivated to prepare herself to become a good English teacher due to all motivation

and help she got from the PPG lecturers.


35

B. Discussion

1. The Factors that Affect the PPG Students’ Motivation in Attending the

PPG Program

Based on the analysis of the focus group interviews’ results done to the three

PPG students, the researcher found several factors that affected the PPG students’

motivation in attending the PPG program as classified in the taxonomy of human

motivation constructed by Ryan and Deci (2000). From the findings, it was revealed

that there were some factors that affected students’ motivation in attending the PPG

program held in Sanata Dharma University. The PPG students’ motivation was

derived from such factors resulted from their past experiences of their study at

university, teaching practices in SM-3T, and their experiences while they were

attending the PPG program in Sanata Dharma University.

Basically, there are two types of motivation identified from the PPG

students’ experiences, namely intrinsic motivation and extrinsic motivation.

Intrinsic motivation exists in the relation between individuals and activities while

extrinsic motivation is any activity done in order to attain some outcomes (Ryan &

Deci, 2000). These two types of motivation have their own classifications of

associated processes or factors. The factors identified by the researcher were

analyzed based on the participants’ experiences and motives stated in the focus

group interviews. The researcher categorized their experiences in the form of a table

and then classified each of them based on the types of motivation and factors.


36

Table 4.1. Motivation Categorization of PPG Students’ Experiences

No. Participant Experience Type of

motivation

Factor

1. P1 Realizing the lack of English

proficiency as something

important to improve for his

future career

EM (IGT) Hierarchical

synthesis of

goals

Having need of improving his

capacity to share with

surrounding people


synthesis of

goals

Having expectation of a better

salary and job

EM (ER) Salience of

extrinsic

rewards

Having wants to be a teacher

who can motivate the students to

study better


synthesis of

goals

Getting a good acceptance from

the PPG lecturers that triggers

his spirit to learn better

EM (IDN) Conscious

valuing of

activity

Being engaged in intensive

comprehension and practice of

using English

EM (IDN) Conscious

valuing of

activity

Having a reflective learning that

motivates himself to learn better

EM (IDN) Conscious

valuing of

activity

2. P2 Having motivation to travel to

other islands, explore other

cultures and discover other

teaching methods

EM (ER) Salience of

extrinsic

rewards

Having wants to master English

so that she will perform well in

front of the students

EM (ITJ) Ego

involvement

Having wants to be an English

teacher who can motivate other

people to use English well


synthesis of

goals

Trying to force herself to study

optimally

IM Inherent

satisfaction


37

Being engaged in English

comprehension drilling given by

the lecturers who know students’

lack of English proficiency

EM (IDN) Conscious

valuing of

activity

Being engaged in reflective

learning along the PPG program

EM (IDN) Conscious

valuing of

activity

Having a lot of experiences in

attending some learning events

EM (IDN) Conscious

valuing of

activity

3. P3 Feeling more interested in the

SM-3T and PPG programs due

to her passion for teaching

IM Interest

Having motivation to explore

other cultures of other islands

EM (ER) Salience of

extrinsic

rewards

Getting a good acceptance,

comfortable learning

atmosphere, and

encouragements given by the

PPG lecturers

EM (IDN) Conscious

valuing of

activity

Getting detailed material

explanation and further

references for learning sources

EM (IDN) Conscious

valuing of

activity

Having several events to attend

for learning due to the material

flexibility given by the lecturers

EM (IDN) Conscious

valuing of

activity

As seen in the table provided above, the researcher categorized the

participants’ experiences into two types of motivation, namely intrinsic motivation

and extrinsic motivation. The existence of both intrinsic and extrinsic motivation is

influenced by factors that drive the individuals intrinsically or extrinsically. The

researcher identified these factors as the factors that affected the PPG students’

motivation in attending the PPG program as categorized in the table. She classified


38

the factors using the theory of taxonomy of human motivation by Ryan and Deci

(2000).

a. Intrinsic Motivation

The first type of motivation discussed is intrinsic motivation. The existence

of intrinsic motivation is influenced by someone’s natural motivation grows in his

or her mind along with the interest in certain activities intrinsically. Intrinsic

motivation refers to the doing of an activity for the need of satisfactions rather than

for some separable outcomes (Ryan & Deci, 2000). This kind of motivation appears

within someone’s positive responses to an activity for the sake of curiosity or the

needs for exercising and extending one’s capacities. The existence of intrinsic

motivation is surely driven by some factors intrinsically.

The researcher categorized the factors underlying the intrinsic motivation

that the participants had based on their motives in doing certain actions as

experiences. Based on the participants’ process of learning starting from university,

SM-3T and PPG program, it was found that the way they responded to their

experiences internally could result in the existence of intrinsic motivation. As they

attended PPG program in Sanata Dharma University, they began to realize that there

were a lot of things that have motivated them intrinsically. The factors that

influenced their intrinsic motivation in attending the PPG program were interest or

enjoyment and inherent satisfaction.


39

1) Interest or Enjoyment

Interest or enjoyment as one of the factors that influenced the PPG students’

motivation in attending the PPG program intrinsically emerged. As Ryan and Deci

(2000) present, intrinsic motivation is a prototype of a self-determined activity that

sets off an individual to do an activity because it is inherently interesting and

enjoyable. They began to value the learning process they went through as something

interesting and full of enjoyment. Since the intrinsic motivation exists in the relation

between a person and a task, it is the term of the task being interesting (Ryan &

Deci, 2000).

Saya senang untuk mengikuti program ini karena saya menyadari kalau

saya Sarjana Pendidikan yang mempunyai basic mengajar dan

berkeinginan untuk menjadi seorang guru. Jadi, saya mengikuti program ini

karena saya suka mengajar. (P3, QN. 3)

(I am interested to attend this program since I realize that I am a graduate of

Education whose basic skill is teaching and I want to be a teacher. So, I

attend this program because I like teaching.)

The statement of P3 above shows that her interest in attending the programs

was due to her passion for teaching. The participant could be indicated of having

the intrinsic motivation with the interest or enjoyment as the factor that implied her

willingness in attending the PPG program. According to Spolsky (1990), motivated

students seem to learn more and learn quickly than students who are less motivated.

P3 realized that teaching is her passion due to her previous study that actually built

her motivation to learn better and achieve her dream to become a teacher. She found

teaching as her interest since she loved the process that happened in teaching. It

tends to be the participant’s inherent interest that she grew in a form of knowledge

and skills.


40

2) Inherent Satisfaction

Inherent satisfaction as another factor of intrinsic motivation is the term of

satisfaction a person gains from an intrinsically motivated task engagement (Ryan

& Deci, 2000). It is when someone is motivated to do an activity because he or she

wants to gain satisfaction or pleasure of doing that activity. The inherent satisfaction

is gained from the needs for the inherent satisfaction that will come afterward. There

is no approving reinforcement or reward coming from outside that becomes the

main drive except the needs for satisfaction expected in doing a certain activity.

Sewaktu saya mengikuti PPG di sini, saya belajar untuk memaksa diri

supaya dapat maksimal. Saya selalu memaksa diri saya untuk belajar. Saya

selalu mencoba dan memaksa diri, memaksa otak untuk berpikir, walaupun

tubuh ini tidak memungkinkan tetapi saya memaksa diri untuk tetap belajar.

(P2, QN. 5)

(While attending the PPG program here, I learnt how to force myself to be

optimal. I always forced myself to study. I always tried and forced myself. I

always forced my brain to think, although my body did not enable me to do

it but I still forced myself to study.)

The statements of P2 above also show how the participant wanted to work

on an activity since she thought that by doing that activity she could obtain

satisfaction afterward. She believed that by learning English thoroughly, she could

master English competencies as she had expected then she would feel satisfied with

it. As White (1959) proposes, spontaneous behaviors appear not to be done for any

instrumental reason, but rather for the positive experiences associated with

exercising and extending one’s capacities. Hence, the needs for the inherent

satisfaction became the motive that led P2 to have spirit in learning English as she

thought of the satisfaction she could obtain.


41

b. Extrinsic Motivation

Based on the table of the PPG students’ experiences and the categorization

of motivation, there were some external factors that affected their motivation in

attending the PPG program. According to Ryan and Deci (2000), extrinsic

motivation refers to the will that triggers someone to do an activity that leads to a

certain outcome afterward. Based on the taxonomy of human motivation (Ryan &

Deci, 2000), the extrinsic motivation has several categories that represent their own

autonomy of forms. The first category is external regulation which the researcher

labeled as ER. It has salience of extrinsic rewards and compliance as the underlying

factors. The second category is introjection labeled ITJ. It has ego involvement and

focus on approval from others as the factors. Another category is identification

labeled as IDN. It is related to conscious valuing of activity and self-endorsement

of goals. The last is integration labeled as IGT, which has a hierarchical synthesis

of goals and congruence as the factors.

The extrinsic motivation that the participants had in attending the PPG

program was resulted from the factors they got from surrounding people who were

engaged in their life experiences. The participants’ motivational development

occurred within their own life experiences was determined by some external factors

as instrumental values including demands, consequences, or external outcome that

other people expected. Most of the motives stated by the three PPG students

described how the participants had to deal with such external factors that finally

brought them to attend PPG program and set further life goals. There were only

some of the factors indicated by the researcher based on the participants’


42

experiences. The factors and the categorization of extrinsic motivation are

described as follows:

1) Salience of Extrinsic Rewards

The salience of extrinsic rewards is one of the factors that determines

extrinsic motivation whose category is external regulation. The external regulation

is called the least autonomous form of extrinsic motivation since people usually

perform behaviors in order to satisfy an external demand or obtain an externally

reward that follows certain activities (Ryan & Deci, 2000). In term of salience of

extrinsic rewards, people do such actions because of an external reinforcement

which is to gain rewards. Based on the three PPG students’ individual experiences,

it can be seen that their motivation in attending the PPG program was mostly

extrinsically activated by some external reinforcements from people around them.

P1 stated that he had the motivation to attend the SM-3T program and PPG program

due to his needs for having a better salary and job opportunities.

Saya berpikir program ini sepertinya menjanjikan untuk kedepannya dan

menyadari bahwa pendapatan finansial saya dari mengajar sangat kurang,

program ini mungkin dapat membantu saya mencukupi kebutuhan finansial

saya dan keluarga. Saya juga tidak memiliki relasi yang dapat membantu

saya mendapatkan pekerjaan yang layak ditengah ketatnya persaingan

kerja dengan praktik KKN di daerah asal saya. (P1, QN. 4)

(I think that this program may help me in the future as I realize that my

financial income from teaching is insufficient, so that this program may help

me to meet the financial needs of my family and me. I also do not have any

relatives who can help me to find a job in the severe competition of job

seeking with the KKN (corruption, collusion, and nepotism) practice.)

This kind of motivation shown from P1’s statements tells about one of his

reasons for attending the programs. The programs provided by the government,

namely SM-3T and PPG program that serve a lot of privileges, such as the priority


43

of the SM-3T and PPG program’ alumnus in CPNS selection, earning professional

title Gr, obtaining an educator certificate, and getting profession allowance as much

as the main salary as a teacher (Peraturan Menteri Pendidikan dan Kebudayaan

Republik Indonesia Nomor 87, 2013) became an important consideration that the

participant thought of. As this process was categorized in the external regulation,

the reason for attending the programs was to get rewards that he would achieve

from these programs. His reason belongs to the external regulation since the wants

of having a good salary and job are external factors. This motive came from the

external factors or instrumental values of having rewards or privileges after doing

an activity, in this case, is attending the SM-3T and PPG program.

Motivasi untuk mengikuti program ini lebih kepada keinginan untuk jalan-

jalan ke luar, travelling di luar Pulau NTT, melihat suasana baru, budaya

baru, dan ingin mengetahui cara mengajar di tempat yang kulturnya

berbeda dengan di NTT. (P2, QN. 3)

(The major motivation to attend this program is to travel outside NTT island,

see new situations, new cultures and to know teaching methods used in other

places whose cultures are different from those of in NTT.)

Furthermore, P3 also stated similar statements related to her motives in

attending the SM-3T and PPG program. They were motives to obtain entertainment

as the provided rewards or privileges of attending the programs. Similar to P2’s

motivation which was to travel to other islands and discover their cultures and

teaching methods, P3 had motives which were to explore other islands with their

diverse cultures.

…saya juga ingin melihat tempat lain dan sisi lain dari kehidupan seperti

budaya lain yang beragam. (P3, QN. 3)

(…I also want to see other places with other dimensions of life including the

diverse cultures.)


44

Based on these two samples stated from the statements of P2 and P3, it was

concluded that their reasons for attending the SM-3T and PPG programs were

because of their will to explore other places they have not known before and learn

from new things they would probably meet in the new places. Here, the researcher

identified the needs of entertainment resulted from the rewards provided in the

programs. The participants set their goals of gaining rewards that might be in a form

of vacation as the entertaining outcome they got while attending the programs. By

attending SM-3T and PPG programs, the participants expected that they would get

such privileges and experience new things from teaching and studying at some

places.

2) Ego Involvement

Ryan and Deci (2000) name the first factor that underlies extrinsic

motivation whose category is introjection or introjected regulation as an ego

involvement. The introjection type is quite controlling since people perform actions

of doing certain activities followed with the feeling of pressure in order to avoid

guilt or anxiety or to attain ego-enhancements or pride (Ryan & Deci, 2000). From

the PPG students’ experiences and motives, the researcher identified the ego

involvement underlaid the action done by the participants in attending the PPG

program. It is shown from the participants who preferred to consider an important

thing to do by attending the SM-3T and PPG program which was to attain the ego-

enhancements or pride.

Yang pertama, saya guru bahasa Inggris. Saya harus mempertanggung

jawabkan diri saya sebagai guru bahasa Inggris dan saya harus dapat

menggunakan bahasa Inggris dengan baik supaya tidak terlihat konyol dan

memalukan di depan siswa. (P2, QN. 5)


45

(First, I am an English teacher. I have to take my responsibility as an English

teacher and I should be able to use English correctly so that I will not get

ashamed in front of my students.)

As the participant’s reasons listed above, there was an ego involvement that

became the main factor of P2 to have such a will. She expected herself to become

a good English teacher who could prove to the students that she could become a

good learning facilitator as her biggest responsibility as a teacher candidate. She

wanted to achieve that expectation since she was afraid of being ashamed in front

of the students because of her own mistakes in using English while teaching. Such

action is performed in order to maintain self-esteem and the feeling of worth that

identifies the ego involvement (Nicholls, 1984; Ryan, 1982). The participant as a

PPG student believed that by having good English competencies applied in her

teaching, she could enhance the pride and the feeling of worth after successfully

doing it. This is also the form of fear of failure in which the main drive to do well

comes from avoiding a negative outcome rather than approaching a positive one

(Atkinson, 1974). P2 tended to perform such actions optimally in order to have her

self-esteem and avoid a negative outcome if she made mistakes.

3) Conscious of Valuing Activity

A more autonomous or self-determined form of extrinsic motivation is a

regulation through an identification (Ryan & Deci, 2000). They state that this kind

of autonomy is an act of accepting regulations that an individual creates as the

personal importance of a behavior. When someone thinks that certain activities are

relevant to something he deals with as a life goal and identifies the activities with

the value of learning new skills, the person is having his conscious valuing of the


46

activity. From table 4.1 which is about the PPG students’ experiences and

motivation categorization, most of their learning experiences they had in Sanata

Dharma University were indicated of having conscious valuing of activity as the

factor underlying the identification of extrinsic motivation. All of the learning

experiences in the PPG program were valued as something important for their

needs.

Kami merasa sangat diterima sejak pertama kali kami sampai di Yogyakarta

dan dijemput oleh dosen-dosen PPG Universitas Sanata Dharma. Mereka

menciptakan suasana yang begitu nyaman semenjak awal pertemuan kami

sehingga rasa takut dan minder yang awalnya kami rasakan hilang karena

suasana yang menyenangkan dan nyaman yang ada… Kenyamanan

lingkungan dan pendekatan dari dosen-dosen itulah yang membuat kami

berusaha untuk belajar dan meningkatkan kemampuan berbahasa Inggris

kami. (P1, QN. 5)

(We felt so accepted since the first time we arrived at Yogyakarta and were

picked up by the PPG lecturers of Sanata Dharma University up. They

created such comfortable situation since the first meeting with us that the

feeling of fear and shy that we felt at first disappeared because of the exciting

and comfortable situation… The pleasant environment and acceptance

given by the lecturers were those that made us learn harder and improve our

English skills.)

Based on the participants’ statements above, it can be seen that acceptance

and approval provided by surrounding people may influence the conscious valuing

of activities done within the process of learning. As a result, the PPG students could

be activated to have a new spirit to learn better. P1 stated that by the approaches

given by the lecturers in PPG program, he had a tendency to learn harder and

improve his English skills and competencies. There was a change in their

perspectives of English learning that firstly became pressure and fear for them. P1’s

statements show how the first prejudice of the difficulties that they might face in

learning through PPG program has changed throughout the learning process.


47

A good learning atmosphere made by the lecturers could change their fears in

learning into positive responses and efforts. The PPG students got triggered to value

any activities they went through in learning with the lecturers’ guidance.

Di sini kami merasa diterima karena dosen-dosennya sangat baik, ramah,

dan memotivasi kami untuk belajar… Dalam mengajar, dosen-dosen selalu

memberikan penjelasan yang detail dan informasi yang dapat kami akses.

Kami diberikan sumber-sumber lain yang mendukung apa yang telah dosen

sampaikan di kelas. Pemberiannya dapat berupa clue-clue yang membuat

kami belajar lebih dan meningkatkan kemampuan bahasa Inggris kami. (P3,

QN. 5)

(Here, we feel accepted since the lecturers are really kind, friendly, and

motivating us to learn... In teaching, the lecturers always give detailed

explanation and information that we can access. We are given other sources

that support what the lecturers have delivered in the class. They can be in a

form of clues that make us learn more and improve our English

competencies.)

The statements of P3 show that the encouragements given by the lecturers

were necessary for boosting their motivation to learn English. The lecturers also

provided spaces for the students to explore themselves in an individual learning by

giving a clear explanation while lecturing and letting them look for further

information from the given learning sources. By these relevant media, P3 realized

that she had a responsibility to learn proactively with the provided references. Here,

the autonomy of each PPG student emerged since they identified every activity with

the value of learning. They became self-determined in taking roles to value and

respond to activities that they thought important and relevant to their study in the

PPG program.

Dosen-dosen PPG di Universitas Sanata Dharma begitu baik dan sangat

fleksibel. Apa yang diajarkan kepada kami betul-betul apa yang memang

kami butuhkan. Yang saya maksud fleksibel adalah selain kegiatan belajar,

kami juga diikutsertakan dalam kegiatan lain yang membuat kami belajar


48

bahasa Inggris secara lebih seperti LLTC yang sebenarnya di luar

kurikulum PPG. (P3, QN. 8)

(The PPG lecturers of Sanata Dharma University are really kind and flexible.

Anything taught to us is certainly what we needed. I mean, they are flexible

in choosing learning activities for us since we were involved in other

activities that enabled us to learn English further, such as an event named

LLTC that was not included in the PPG program’s curriculum.)

There was also a realization stated by P3 in which she recognized that there

were several activities or events in which the PPG students were invited to

participate although those activities were not included in the PPG program’s

curriculum. P3 realized that any lessons taught by the lecturers were really

necessary for her study as the prior needs. As the activities and events offered to

the PPG students, P3 joined them actively and valued that kind of learning process

as relevant fields to dig the knowledge of English. It is relevant to Woolfolk’s

statement (1990, p. 328) which is saying that “student’s motivation to learn is a

student’s tendency to find academic activities that are meaningful and worthwhile

and try to derive the academic advantages from those activities”. Other statements

that show the PPG student’s conscious valuing of activity in the PPG program are

described below.

Saya menyadari bahwa dosen-dosen di sini melihat kekurangan yang ada

dalam diri kami dan menjadikannya pembelajaran yang lebih untuk kami.

Seperti yang berkaitan dengan kemampuan bahasa Inggris kami yang butuh

untuk di drill dibandingkan dengan pengajaran tentang RPP, silabus, atau

pengembangan media yang akan bisa dilakukan dengan sendirinya.

Pembelajaran ditekankan pada peningkatan kemampuan grammar,

description, dan mind mapping. (P2, QN. 8)

(I became realized that the lecturers here can see our lacks then transform

them as a lesson to learn for us. It is anything related to our English

competencies needed to be drilled rather than the learning of lesson plan,

syllabus, and teaching media developing that actually can be done naturally.


49

The learning is focused more on improving grammatical competence,

description, and mind mapping.)

From the realization of P2, it is shown that the PPG students could

immediately get to know anything related to their needs in learning. They accepted

the regulation related to the activities they were doing due to the importance and

relevance. They will get a stronger sense if they recognize their learning activities

to be relevant to what they are trying to accomplish (Vockell, 2001). They became

aware of their lacks and so did the lecturers. The PPG lecturers showed their

reasonable decisions to prefer comprehensive English to teaching administration

lesson. They provided the PPG students with opportunities to enrich their

knowledge and skills of English by having an in-depth comprehension of grammar,

description, and mind mapping to accustom themselves to using good English in

teaching. Therefore, the PPG students responded positively to the activities due to

their personal importance of a behavior and accepted its regulation as their own.

4) Hierarchical Synthesis of Goals

Integration or integrated regulation is the most autonomous form of extrinsic

motivation. It is the continued process of assimilating the identified regulations

fully to the self (Ryan & Deci, 2000). There is a process of having self-examination

in which an individual brings new regulations into relevance with his or her other

values or needs. For example, someone will set the goals of doing certain activities

after considering the most important values and needs that satisfy the person’s

psychological needs. It is related to a goal-setting theory proposed by Locke and

Latham (1990) which is saying that human’s motivation is affected by the action

caused by purposes and goals to be set. Behavior that is motivated by integrated


50

regulation is done for its instrumental value with respect to some separable

outcomes valued by the individual itself. This process of having self-examination

is influenced by hierarchical synthesis of goals (Ryan & Deci, 2000). From the table

4.1, it is shown that the hierarchical synthesis of goal factor becomes the most

influencing one. Most of the participants’ experiences indicated that the PPG

students had goals as the most demanding factor towards the existence of

motivation.

Saya menyadari bahwa saya sebagai Sarjana Pendidikan Bahasa Inggris

yang berkewajiban membagikan ilmu yang saya miliki kepada peserta didik

saya nanti. Saya termotivasi untuk meningkatkan kemampuan berbahasa

Inggris saya karena saya ingin ketika saya kembali ke daerah asal, saya

ingin memberikan kapasitas lebih saya kepada orang-orang di sekitar. (P1,

QN. 3)

(I realized that I am a graduate of English Language Education who has to

share my knowledge to the students later. I am motivated to improve my

English proficiency because I want to give my best capacity to surrounding

people when I come back to my hometown.)

These statements made by P1 can show the existence of motivation in

attending the PPG program from the goal-oriented. P1 realized that as a graduate of

English Language Education he had a responsibility to master English

competencies and skills needed by an English teacher. Furthermore, he had to be

able to transfer essential knowledge of English to his students and guide them well.

He thought that he needed learning strategies to improve his English proficiency

because he wanted to be able to give his capacity in English and share it with people

in his hometown as his goal. Here, it is seen that P1 tried to assimilate his reasons

and expectations for doing something to himself extrinsically as what Ryan and

Deci (2000) say about the process of internalizing the reasons for an action and


51

assimilating them to the self that will make the extrinsically motivated actions

become self-determined. Even though this seems intrinsic due to the autonomy

emerged, it belongs to extrinsic motivation since it is done for the instrumental

value with respect to some separable outcomes valued by the self.

Saya menyadari meskipun pengetahuan dasar bahasa Inggris saya kurang,

tetapi saya harus berusaha untuk mendalaminya karena bahasa Inggris

sudah saya pilih sebagai latar atau ilmu dasar yang harus saya tekuni untuk

masa depan saya. (P1, QN. 1)

(I realized that although my basic competence of English is insufficient, I

have to improve more since I have chosen English as my major study that I

have to comprehend for my future.)

From these P1’s statements, it is seen that the participant had considered the

important values and needs for doing certain actions. P1 once realized that he had

chosen English as the major study that finally built the conception from the values

and needs for taking the responsibilities to learn English well. Realizing his lack of

English competency and skill, he wanted to improve it. He realized that he had to

master English optimally as it was his major study. He also thought that for his

future career as an English, he was required to have greater English proficiency. He

tended to have respect to outcomes that he might obtain in the future as the

actualization of doing such actions.

Saya ingin menjadi guru yang dapat memotivasi siswa saya untuk belajar

bahasa Inggris dengan baik. Untuk mencapai hal itu, saya harus dapat

menjadi contoh untuk mereka dengan mencintai bahasa Inggris terlebih

dahulu. Siswa yang mengerti bahwa guru telah memberi contoh untuk

mencintai apa yang dipelajari, maka mereka akan bersungguh-sungguh

dalam belajar bahasa Inggris secara mendalam. Saya juga ingin membuat

siswa menyukai bahasa Inggris dengan hal-hal familiar dan dekat dengan

dunia mereka melalui materi yang saya ajarkan. (P1, QN. 6)

(I want to be a teacher who can motivate my students to learn English well.

In order to do that, I have to be a good role model by loving English firstly.


52

The students who know that their teacher has given such good model to love

English will be serious in learning English thoroughly. I also want to make

my students interested in English by using familiar topics and stuff as the

materials that I use to teach.)

The researcher classified the statements above as having a hierarchical

synthesis of goals as the factor that influenced the participant’s motivation. There

was an assimilation process of goals from P1’s motivation to be a teacher who could

motivate and be a good role model of using English properly for the students. He

believed that these things were essential since becoming a good teacher meant

having awareness in using English as the way of loving the language. In order to

actualize it, P1 wanted to create a familiar learning process which was close to the

students’ interest. It was a process of assimilating goals or outcome that might come

afterward that identified that the participant went through the integration by the

more tendency in the presumed instrumental value.

Saya ingin menjadi guru yang memotivasi. Motivasi itu penting karena

kalau kita hanya mempunyai ilmu tetapi tidak memotivasi orang lain untuk

belajar pasti akan menjadi sulit dan percuma. Saya ingin ketika saya pulang

nanti dan menjadi guru bahasa Inggris, saya dapat mengajak orang-orang

di sekitar saya untuk membiasakan diri dalam belajar bahasa Inggris. (P2,

QN. 6)

(I want to become a teacher who motivates well. Motivation is necessary

because if we only have knowledge without motivating other people to

learn, it will be difficult and useless. When I come back to my hometown, I

want to be able to encourage people around me to accustom them to learning

English.)

The last statements given by P2 show the participant’s motives to become a

teacher who can motivate other people especially the students to learn English well.

P2 wanted to take parts in teaching English to all surrounding people by making

them accustomed to using English confidently in their daily lives. P2 tried to


53

internalize the reasons for doing her current study and assimilate them to the self.

As a PPG student who ever attended the program, she tried to set such goals as the

motives for her to make her expectations actualized. She tried to assimilate the

condition that she got from her past experiences and bring it as the new regulation

that suited her values and needs. P2 felt that she had big responsibilities due to the

main goals that she wanted to achieve that showed how goals became the prior drive

valued by herself.

2. The Impacts of the PPG Program that Increase the PPG Students’

Motivation to Learn English through the Program

In this part, the researcher discusses the impacts of the PPG program that

increase the PPG students’ motivation to learn English through the program. As

what Pintrich and Schunk (1996) state, motivation influences learning and

performance and what students do and learn influences their motivation. By

attending the PPG program, there was seen some impacts shown from the PPG

students’ changes that actually indicated their increased motivation to learn English.

The changes were (1) contextual change in the concept of thinking and (2)

contextual change in the concept of learning. Those changes occurred within their

experiences of studying and teaching.

a. The PPG Students’ Increased Motivation to Learn English Seen from

their Contextual Change in the Concept of Thinking

Based on the PPG students’ statements telling about their life experiences

while studying at university, teaching through SM-3T, and attending PPG program,

the researcher found the motivational increase to learn English among them. It was


54

basically on the participants’ concepts of thinking. There was a contextual change

in their ways of thinking after attending the PPG program compared to their

previous concept of thinking. It indicates that the PPG students got broader concepts

of thinking due to several aspects they got from all learning processes they went

through the PPG program. The first aspect that influenced the PPG students’

contextual change in their concept of thinking was from the PPG students’

participation in the practice of a reflective learning.

Saya mendapat hal positif dari refleksi yang diajarkan oleh para dosen

di sini. Saya menyadari bagaimana refleksi dapat mengubah kehidupan

seseorang. Ketika menulis refleksi, saya menjadi lebih giat berusaha untuk

belajar dan meningkatkan kemampuan bahasa Inggris saya. Dengan

refleksi, saya selalu memotivasi diri saya. (P1, QN. 10)

(I got positive things from a reflection taught by the PPG lecturers. I realize

how a reflection can change someone’s life. When writing a reflection, I

become triggered to learn and improve my English competency. By making

a reflection, I always motivate myself.)

Besides, there are other statements given by P2 that show how reflection

plays an important role for the PPG students’ process of learning within the PPG

program. P2 showed her positive responses to the practice of a reflective learning

that enabled her to become aware of herself and give positive impacts to other

people. P2’s positives responses to the reflection are explained below.

Kami mendapat sebuah pembelajaran melalui pengalaman tentang refleksi.

Belajar di sini membuat kami benar-benar mengetahui tentang makna dari

refleksi, bagaimana melakukan refleksi sehingga refleksi itu benar hadir

dalam kehidupan kita dan berdampak untuk kita dan orang lain. Refleksi

membantu kami untuk melihat diri kami dan bersyukur atas apa yang kami

punya, lalu menyesali apa yang kita lakukan, rencana yang akan kita

lakukan selanjutnya, dan apa yang belum didapat sebelumnya. (P2, QN. 10)

(We got a lesson to learn through the practice of reflection. Learning here

made us really understand about the sense of reflection, how to do reflection

so that it could present at our life and affect to ourselves and other people.


55

Reflection helps us to see ourselves and be grateful for anything we have

got, then regret what we have done, have plans to do in the next time and

what we have not got from the past.)

The statements of P1 and P2 above sum up how the reflective learning used

in the PPG program could change their ways of thinking on behaving and learning

English. As P1 stated, the use of reflection in learning could change someone’s life

by reflecting on his or her success or failure in something and creating a new

conception that produced better perspectives to make significant improvements. P1

found that any obstacles that he faced in learning could be something that triggered

his spirit to work more on those things. In addition, P2 started to realize that learning

through the reflection could really affect every aspect of our lives and others since

it could help us to feel grateful for what we have had and set onward plans to

complete our needs. Since the practice of a reflective learning was applied among

the PPG students, it turned out that the reflection could help the students see their

own strengths and weaknesses in learning in order to find out the problem solution

and face new challenges.

Another aspect that could determine the change in the PPG students’

concepts of thinking was from the process of enjoying all processes provided by the

PPG lecturers through many activities in learning. In general, all of the learning

activities designed for the PPG students as the government’s rules were related to

teaching administration and professionalism. However, the PPG lecturers in Sanata

Dharma University had flexibility in choosing suitable materials or activities to be

given to the PPG students during the program. The provided learning activities in

PPG program used by the PPG lecturers are explained below.


56

Saya menyadari bahwa dosen-dosen di sini melihat kekurangan yang ada

dalam diri kami dan menjadikannya pembelajaran yang lebih untuk kami.

Seperti yang berkaitan dengan kemampuan bahasa Inggris kami yang butuh

untuk di drill dibandingkan dengan pengajaran tentang RPP, silabus, atau

pengembangan media yang akan bisa dilakukan dengan sendirinya.

Pembelajaran ditekankan pada peningkatan kemampuan grammar,

description, dan mind mapping. (P2, QN. 8)

(I became realized that the lecturers here can see our lacks then transform

them as a lesson to learn for us. It is anything related to our English

competencies needed to be drilled rather than the learning of lesson plan,

syllabus, and teaching media developing that actually can be done naturally.

The learning is focused more on improving grammatical competence,

description, and mind mapping.)

P2 found more important and relevant learning activities provided by the

PPG lecturers for the PPG students. The PPG lecturers preferred to drill the students

with a comprehensive learning on the practice of grammar use, description, and

mind mapping skills. P2 started to realize that the lecturers had the tendency to

focus the learning on the English knowledge mastery rather than on other aspects

expected from attending the PPG program. The researcher identified the PPG

lecturers’ strategies to facilitate the students to engage more in the learning process

suited the theory of culturally responsive teaching. Vavrus (2008) proposes that

culturally responsive teaching (CRT) is the strategy that conceptualizes pedagogy

which is placing students at the center of learning process to actively participate in

the production and acquisition of knowledge that requires teachers to acknowledge

the students’ conceptual and cultural differences that may be brought to the learning

environments. The PPG lecturers also did this kind of acknowledgement to choose

the suitable materials to be taught to the students based on their prior needs.

Sejatinya, perihal membuat perangkat pembelajaran oleh seorang guru

pasti akan secara natural diketahui dan dilakukan. Hal yang lebih penting

dibandingkan hal tersebut adalah bagaimana mencintai anak didik agar


57

mereka dapat termotivasi untuk dapat memahami materi yang diajarkan

oleh guru. (P2, QN. 9)

(Basically, anything related to teaching administration making can be

naturally understood and done by a teacher. The more important thing than

that is how to love the students so that they become motivated to understand

the materials taught by the lecturer.)

Those statements above can show the change in the participant’s concept of

thinking related to the awareness of being professional by loving the students. After

attending all of the learning processes provided in the PPG program, P2 showed the

change in her way of thinking related to the essence of being professional as a

teacher candidate. P2 realized that the more important thing to do as a teacher was

to maintain a good approach to the students as a help for the students to encourage

themselves to comprehend the materials taught by the teachers. She preferred to

develop this thing rather than the teaching administration learning that would be

naturally mastered. The awareness of how to be professional by loving the students

that became the more influencing aspect in teaching was the change in the

participant’s concept of thinking.

The reflective learning that enabled the PPG students to see themselves and

learn better was an actualization of culturally responsive teaching considered from

the cultural differences among the PPG students. According to Vavrus (2000),

culturally responsive teaching (CRT) provides support to the cultural identities off

struggling students to obtain an academic achievement throughout the learning

process. Culturally responsive teachers will communicate academic expectations to

individual students who have historically struggled academically through a critical

reflection practiced regularly (Vavrus, 2008). Reasonably, the PPG lecturers held


58

such a reflective learning to acknowledge and consider all culturally differences

among the students as known from their insufficient background of knowledge and

diverse learning capabilities as they came from Nusa Tenggara Timur. The

acknowledgment coming from the students’ reflections was used to consider a more

comfortable learning environment. Teachers proactively build an inclusive learning

environment that can create culturally appropriate approaches from the cultural

knowledge and experiences of diverse students (Vavrus, 2008). It is seen that the

comprehensive learning given by the PPG lecturers to the PPG students was

considered based on the students’ difficulties in learning stated in their reflections.

b. The PPG Students’ Increased Motivation to Learn English Seen from

their Contextual Change in the Concept of Learning

As the PPG students have experienced before, studying at universities in

Nusa Tenggara Timur, teaching at some 3T (Terdepan, Terluar, dan Tertinggal)

areas, and also attending PPG program in Sanata Dharma University, they must get

a lot of lessons to learn that might affect their concepts of learning. Learning from

their past experiences in studying at universities and teaching at 3T areas, they have

encountered with the realities of their cultures. Education has a goal of raising the

critical consciousness of learners by having experiential encounters with the

realities of their cultures (Freire, 1970). By having this kind of encounter with the

realities that emerged in their cultures, the PPG students could immediately draw a

comparison from an evaluative learning based on their previous experiences before

attending the PPG program in another island. They reflected on their past learning

experiences as Lewis and Williams (1994) suggest that experiential education first


59

places students in an experience then encourages reflection about the experience to

develop new skills, new attitudes, or new ways of thinking. There are several

experiences that the participants used as the evaluative learning after attending the

PPG program in Sanata Dharma University.

Dosen-dosen di kampus dalam menjelaskan materi itu tidak detail. Jadi,

ketika kami masih ingin bertanya, seperti tidak ada kesempatan. Maka,

kami mencari informasi dari tempat lain. Dalam penyampaian di kelas juga

berbeda, kalau di sini, di kelas PPG Sanata Dharma, kami mengikuti kelas

yang setiap hari bahasa pengantarnya adalah bahasa Inggris. Kalau di

tempat kami, memang kami jurusan bahasa Inggris, tetapi ada sebagian

dosen yang masih memakai bahasa Indonesia dalam penyampaian materi.

Jadi, kami kurang termotivasi dalam belajar bahasa Inggris, karena fokus

pembelajaran pun hanya pada writing, pada speaking masih kurang. Jadi,

untuk berbicara bahasa Inggris kami pun merasa takut jika salah. (P3, QN.

1)

(The lecturers in our university did not explain the materials in detail. When

we wanted to ask for questions, there was no chance provided. So, we

looked for information from other sources. The material delivery used by

our lecturers in the classroom was also different. Here, in the class of PPG

Sanata Dharma, we attended the class which used English as the medium

language. Meanwhile, in our university, there were some lecturers who still

used Bahasa Indonesia in delivering the materials. We became unmotivated

in learning English since the focus of learning was only at writing skills, for

speaking skills, it was limited. We became afraid of making mistakes in

speaking English.)

As P3 stated, it can be seen that the participant ever faced some difficulties

in learning when she was at university. Those difficulties were resulted from the

undetailed explanation of the learning materials given by the lecturers there. The

students at the university were also bordered by the limited chances provided by the

lecturers which the students might use to practice using English and improve their

language competencies in many skills. They lacked the practice of using English

that could limit their access to explore themselves in terms of practices. The

reinforcement or motivation to learn was also one thing that P3 did not get from the


60

lecturers. As the consequence, P3 was not confident to train her English skills and

competencies due to the lack of habitual formation in using English on the daily

basis. In contrast, P3 felt that she was provided with a lot of opportunities to learn

and use English actively in the PPG program held in Sanata Dharma University.

The PPG students were triggered to use English proactively due to the habit

formation of using English built by the PPG lecturers during the learning process.

Dosen-dosen PPG Universitas Sanata Dharma di sini sangat welcome

dengan kami dan selalu menyapa, memberi semangat, dan memotivasi kami

untuk belajar. Mengingat saat di kampus, memang jarak antara

mahasiswa dan dosen sangat jelas terlihat. Jika di sini, dalam mengajar pun

dosen-dosen selalu memberikan penjelasan yang detail dan informasi atau

sumber-sumber yang mendukung penjelasan dosen yang dapat kami akses.

(P3, QN. 5)

(The lecturers in PPG Sanata Dharma University are so welcoming to us.

They always greet us, give spirit and also motivate us to learn. As I

remember, the gap between the lecturers and students in my campus was

clearly seen. Here, the PPG lecturers give detail explanation and information

or sources to access that support their explanation.)

By evaluating her past experiences in the study and current experiences in

the PPG program, P3’s statements show comparison related to the learning

progress. One different treatment that she got from the PPG lecturers compared to

the lecturers in her prior university was about the motivation and encouragement

given by the PPG lecturers that indicated their personal closeness with the students.

It suits the teachers’ motivational influences proposed by Dornyei and Otto (1998)

that include personal characteristics of teachers (motivation, commitment, warmth,

empathy, competence, etc.), teacher immediacy, active motivational socializing

behavior (modeling, task presentations, feedback/reward system), and classroom

management. The PPG lecturers tried to build a comfortable learning atmosphere


61

in order to engage the students to learn English thoroughly. As Vavrus (2008)

proposes about culturally responsive teaching, the interaction between a teacher and

a student becomes a key learning site that can determine the student’s learning

development. This is similar to the efforts made by the PPG lecturers who built a

strong connection among the PPG students to help them attain their academic goals

in the program. The lecturers dealt with each student’s individual learning

capability due to their background cultures in order to choose suitable teaching

strategies to use in the learning process.

Pengalaman yang saya dapatkan di sini sangat banyak seperti mengikuti

seminar-seminar bahasa Inggris yang memacu kami untuk maju, menonton

drama musical yang menginspirasi, dan pengalaman tentang refleksi. (P2,

QN. 10)

(There were a lot of experiences that I got here such as attending English

seminars that triggered us to move forward, watching drama musicals that

were inspiring, and the experience of making a reflection.)

There are some other participant’s statements related to the various learning

activities provided in the PPG program of Sanata Dharma University. Basically, the

PPG lecturers provided some English learning activities that could enable the PPG

students to deeper their English skills through several English seminars and events.

P3’s statements towards those learning activities are seen in the description below.

Pengalaman yang saya dari instruktur PPG berupa banyak hal seperti

mengerjakan soal-soal TOEFL, mengikuti LLTC yang memberikan inspirasi

tentang penelitian yang update tentang teknologi, pengalaman

menggunakan aplikasi-aplikasi yang dapat menunjang pengajaran sebagai

variasi media, juga refleksi dalam pengajaran yang merupakan hal baru

bagi kami. (P3, QN. 10)

(There were many experiences that I got from the PPG lecturers such as

doing the TOEFL tests, attending LLTC that gave an inspiration about the

updated research of technology, using some applications that could be used


62

as teaching media variation, and practicing using reflection in teaching as a

new thing for us.)

The statements of P2 and P3 above show that there were several new

experiences they got while attending the PPG program that they did not get from

their study in university. The PPG students got the chances to attend some English

seminars and events such as LLTC, drama musical, and TOEFL test. They also used

to learn through reflection and using several applications that could be used as

teaching media. As Omrod (2011) states, motivation is possible to change because

of experiences. They considered themselves as meeting new experiences since

attending the PPG program in Sanata Dharma University. The PPG students found

these new experiences were motivating them to learn English better. They tried to

build their spirit and make a breakthrough from their past experiences in learning.

Dewey (1938) means experiential learning as a process of “trying” and

“undergoing” by becoming aware of a problem, getting an idea, trying out to

response, experiencing the consequences, and either confirming or modifying

previous conceptions (as cited in Lewis & William, 1994, p. 6). It is seen that the

PPG students had met their experiential learning by reflecting on their past

experiences and making new learning attitudes to attain their academic goals. They

both took up something from the past and modified in something came after as a

continuity of experience (Dewey, 1938).

Ketika saya melihat diri saya yang ada di sini, membandingkan dengan diri

saya yang ada disana, saya merasa diri saya di sini jauh lebih baik. (P2,

QN. 5)

(When I see myself and compare to myself when I was there, I feel that

myself here is much better.)


63

The statements above showed how the participant’s motivation increased by

the time she attended the PPG program. In this case, there occurred a very

significant increase of motivation from P2 who previously even had no motivation

in learning English became motivated in learning and teaching English. It was an

actualization of trying and undergoing the experiences and making significant

changes as the new conceptions in learning. The participants as the PPG students in

Sanata Dharma University had met their experiential learning since they went

through the problems in learning, finding ideas, trying to response and know the

consequences, and making decisions to the previous conceptions. These processes

are supported by four types of learning specified by Kolb (1984) which are getting

involved fully in new experiences, reflecting on and interpreting these experiences

from different perspectives, creating concepts and integrating their observations

logically, and using their learning and new theories to solve problems and make

decisions to meet new challenges. They have involved actively in such learning

processes with the help and guidance from the PPG lecturers as the instructors.

The PPG students’ motivation increased by some encountered aspects as

what Walker and Symons (1997) proposes, “human motivation is at its highest

when people are competent, have sufficient autonomy, set worthwhile goals, get

feedback, and are affirmed by others”. It is similar to the PPG lecturers’ teaching

strategies applied to the learning process of the PPG program. The PPG students

were given opportunities to realize their lacks, have chances to exercise, get the

freedom to experiment, get feedback on their progress, and get excuses when

making mistakes in the learning. This ongoing process is expected to appear in the


64

process of learning until the individual feels the changes on their concepts of

learning. As a result, they became motivated to follow all of the processes that

happened and try to obtain lessons to learn for their further profession. It is seen

that the educational environment has provided optimal challenges, rich sources of

stimulation and a context of autonomy that help the student’s motivation to flourish

(Deci & Ryan, 1985). Therefore, the PPG students’ motivation to learn English

increased since they were involved actively in every learning process that happened

during the PPG program held in Sanata Dharma University.

Based on the analysis of the data gathered from the focus group interviews

done among the PPG students, it can be seen that the positive responses given by

the PPG students indicate the positive impacts which are resulted from the PPG

program held in Sanata Dharma University. All statements made by the PPG

students show that they had positive responses to all learning activities provided by

the PPG lecturers of Sanata Dharma University during all the learning processes.

The PPG students could actually make use of all lessons they got from the learning

activities of comprehending English lessons and applying the teacher competence

to their teaching practices appropriately. Therefore, the training of PPG program

done in Sanata Dharma University can actually increase the PPG students’



65

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents conclusions and provides some recommendations of

this research. The conclusions were drawn from the discussions of the research

findings in the previous chapter, while the recommendations are presented as

suggestions for the Indonesian students especially PPG students, Indonesian

lecturers especially PPG lecturers, and for the future researchers.

A. Conclusions

Based on the results of the data analysis, the researcher took the conclusions.

These conclusions are aimed to answer the two research questions formulated in

chapter I. Therefore, there are two conclusions were drawn from this study. The

first conclusion is to generally present the factors that affected the PPG students’

motivation in attending the PPG program. Meanwhile, the second conclusion is

related to the impacts of the PPG program that increase the PPG students’


The first conclusion is that the researcher found six factors that affect the

PPG students’ motivation in attending the PPG program as classified using a

taxonomy of human motivation constructed by Ryan and Deci (2000). The results

are based on the analysis of the focus group interviews with the three research

participants. The factors are interest or enjoyment and inherent satisfaction in terms

of the intrinsic motivation and also salience of extrinsic rewards, ego involvement,

conscious valuing of activity, and hierarchical synthesis of goals that underlie the


66

extrinsic motivation. From the analysis, it can be summed up that most of the PPG

students as the participants of this research had more external factors that affected

their motivation in attending the PPG program rather than the internal ones. Their

motivation was significantly affected by externalities. It is concluded that the PPG

students tended to lack autonomy of learning since they were more geared to meet

their needs. This condition actually suites the PPG program’s management that is

intended to help the students meet their needs by attending the program. As the

result, the context formation was felt thoroughly by the PPG students within the

program.

The second conclusion shows that the PPG program gives impacts that

increase the PPG students’ motivation to learn English through the program. Their

increased motivation is seen from the contextual changes in the concept of thinking

and learning occurring in the PPG students. These contextual changes were

influenced by the use of a reflective learning and comprehensive learning as the

main concerns that the PPG lecturers used in the learning process. Besides, the

approaches of culturally responsive teaching and experiential learning applied by

the PPG lecturers in the learning process also created significant impacts for the

PPG students’ spirit to learn English. The use of the reflective learning as suggested

in the culturally responsive teaching could enable the students to reflect on their

strengths and weaknesses to make decisions in their learning. The PPG lecturers

also provided a good approach for the PPG students due to their culturally different

learning capabilities. Meanwhile, the English comprehensive learning could help

the PPG students to deeper their English proficiency as the basic needs for their


67

future teaching profession. Thus, these changes in the PPG students’ concepts of

thinking and learning show how the PPG program has given positive impacts that

can increase their motivation to learn English thoroughly.

B. Recommendations

This research reveals the impacts of PPG program that increase the PPG

students’ motivation to learn English through the program. This research shows that

most of the PPG students have diverse factors underlying their motivation in

attending the PPG program to learn English. The researcher can claim that the PPG

students’ motivation increases by their positive impacts they got from attending all

learning processes provided in the PPG program held in Sanata Dharma University.

The increased motivation is shown from the contextual changes on the participants’

concept of thinking and learning. The researcher recommends the PPG students

who are attending the PPG program to have an awareness of the main reasons or

factors that underlie the decision to attend the program. As the significant impact

of having high motivation in learning, it is better for them to have an autonomy that

can motivate them to value the learning processes that happen during the program.

In general, the researcher recommends all Indonesian students to have an autonomy

that relies on their actions of learning as the motivation for their learning

development.

The researcher also recommends the PPG lecturers and all Indonesian

lecturers to have a good acceptance to their students in order to be considerable in

conducting certain teaching methods based on the students’ diverse learning

capabilities. It will be optimal if the lecturers pay attention more to their students’


68

learning styles so that they can consider the best approaches to be used in learning.

Moreover, as the essential roles of lecturers in the students’ learning development,

they are expected to provide such encouragements or reinforcements for the

students in such a way that the students will gain greater confidence and spirit in

learning. The lecturers have to maintain a good approach with the students since

the educators are those who are accountable for the students’ engagement in the

learning process.

The other recommendations will be given to the future researchers who are

interested in studying a similar research topic. Since, this research only used the

focus group interview as the main instrument for the data gathering and qualitative

approach for the data analysis, the researcher could not fully describe the

phenomena as clear and valid as possible since the analysis was mainly based on

the researcher’s perspectives considering the results of interviews as the main

research data. The researcher recommends the future researchers to conduct a

similar research with a deeper investigation by using a more detailed technique such

as questionnaires, reflections, observations, or other techniques that probably will

strengthen the data analysis.


69

REFERENCES

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72

APPENDICES

APPENDICES


73

Appendix A. Interview Question Number 1

Question Number 1

Apa sajakah suka dan duka yang pernah Anda rasakan sewaktu menempuh

pendidikan perkuliahan di Nusa Tenggara Timur?

Participants Answer

P1 Yang menjadi duka adalah ketika saya menyadari bahwa

pengetahuan tentang bahasa Inggris saya tidak begitu bagus,

ditambah lagi terkadang pengajaran dosen-dosen tidak diberikan

secara detail, sehingga saya kesulitan untuk memahami materi

yang disampaikan. Lalu, yang saya rasakan sebagai suatu

kebahagiaan adalah ketika saya bertemu banyak teman. Kami

membentuk suatu kelompok belajar kecil untuk mendalami

materi Bahasa Inggris yang harus kami kuasai. Saya menyadari

meskipun pengetahuan dasar bahasa Inggris saya kurang, tetapi

saya harus berusaha untuk mendalaminya karena bahasa Inggris

sudah saya pilih sebagai latar atau ilmu dasar yang harus saya

tekuni untuk masa depan saya.

P2 Awalnya, saya tidak mempunyai motivasi sama sekali untuk

masuk jurusan bahasa Inggris namun akhirnya karena tidak ada

pilihan lain, saya masuk jurusan bahasa Inggris. Satu hal yang

memotivasi saya untuk belajar lebih adalah dosen-dosen tamatan

luar negeri di kampus yang memotivasi saya untuk belajar lebih.

Tetapi yang menjadi tantangan bagi saya adalah saya yang

notabene tidak termotivasi, kurang mendapat motivasi dari dosen-

dosen untuk belajar. Tantangan lainnya adalah kesulitan untuk

mengakses internet untuk belajar dikarenakan biaya yang

terbilang besar melihat pendapatan orang tua yang pas-pas an dan

jaringan Wi-fi terbatas.

P3 Duka yang pernah saya rasakan ketika ada di bangku perkuliahan

adalah sulitnya mendapatkan akses internet untuk mengakses

informasi yang berhubungan dengan pembelajaran di kelas.

Dosen-dosen di kampus dalam menjelaskan materi itu tidak

detail. Jadi, ketika kami masih ingin bertanya, seperti tidak ada

kesempatan. Maka, kami mencari informasi dari tempat lain.

Dalam penyampaian di kelas juga berbeda, kalau di sini, di kelas

PPG Sanata Dharma, kami mengikuti kelas yang setiap hari

bahasa pengantarnya bahasa Inggris. Kalau di tempat kami,

memang kami jurusan bahasa Inggris, tetapi ada sebagian dosen

yang masih memakai bahasa Indonesia dalam penyampaian

materi. Jadi, kami kurang termotivasi dalam belajar bahasa

Inggris, karena fokus pembelajaran pun hanya pada writing, pada

speaking masih kurang. Jadi, untuk berbicara bahasa Inggris kami

pun merasa takut jika salah.


74

Appendix B. Interview Question Number 2

Question Number 2

Apa sajakah kesulitan dalam mengajar yang pernah Anda temui selama mengikuti

program SM-3T? Seperti perihal kepercayaan diri, penyusunan materi

pembelajaran, atau menjawab pertanyaan siswa dan lain-lain.

Participants Answer

P1 Dari segi pengetahuan, siswa di daerah 3T umumnya sangat

tertinggal sehingga disana kami tidak menemui kesulitan dalam

mempersiapkan diri kami. Namun, beberapa diantara mereka

telah memiliki kemampuan belajar yang cukup bagus tetapi justru

kami mengalami kesulitan dalam memilih materi yang sesuai

untuk mereka, dengan adanya latar belakang pengetahuan siswa

yang beragam.

P2 Kalau tentang kepercayaan diri, karena kami tahu bahwa siswa

disana tidak terlalu tahu bahasa Inggris, jadi kami menggunakan

bahasa Indonesia dalam mengajar. Jadi, untuk

kekurangpercayaan diri untuk mengajar sih tidak ada, karena

kami mengajar lebih ke teori, kekurangan kami adalah prakteknya

itu kurang. Hal lain seperti kesulitan untuk mendapatkan variasi

materi pengajaran selain dari buku yang disediakan. Disamping

itu, perlu adanya penyesuaian materi dari buku dengan level

kemampuan belajar siswa karena kalau materi yang diajarkan

memiliki high level, materi tersebut sulit untuk diterima oleh

siswa yang memang baru mendapat pelajaran bahasa Inggris di

bangku SMP. Maka dari itu, pengajaran yang digunakan

merupakan materi dengan level bawah.

P3 Karena pengalaman yang kami dapat dari S1 kurang, kami tidak

dibekali dengan media pembelajaran, materi, dan segala macam

dan terutama dengan akses terbatas, kami tidak memiliki bekal

yang cukup untuk masuk ke daerah terpencil itu. Jadi, apa yang

kami berikan kepada mereka hanya sebatas kemampuan yang

kami punya. Penyampaian materi sewaktu di sekolah penempatan

SM-3T saya pun hanya berasal dari buku. Jika kami ingin

memakai video, disana juga tidak tersedia slide/proyektor, jadi

tidak bisa pakai. Saya pernah memakai lagu-lagu sebagai

listening section berupa missing lyrics pada setiap verb atau

adjective karena saya berupaya untuk menjadikan pembelajaran

bahasa Inggris menjadi suatu hal yang fun dan sayang untuk

dilewatkan bagi siswa.


75

Appendix C. Interview Question Number 3

Question Number 3

Hal apa sajakah yang membuat Anda berkeinginan untuk belajar secara lebih

melalui program PPG?

Participants Answer

P1 Saya menyadari bahwa saya sebagai Sarjana Pendidikan Bahasa

Inggris yang berkewajiban membagikan ilmu yang saya miliki

kepada peserta didik saya nanti. Saya termotivasi untuk

meningkatkan kemampuan berbahasa Inggris saya karena saya

ingin ketika saya kembali ke daerah asal, saya ingin memberikan

kapasitas lebih saya kepada orang-orang di sekitar.

P2 Saya merasa bahwa pengetahuan bahasa Inggris saya sangat

kurang tetapi saya tahu akan pentingnya ada di dalam bahasa itu

untuk dapat memahami struktur dan menggunakannya dengan

benar. Sebenarnya, motivasi untuk menjadi guru itu tidak ada.

Motivasi untuk mengikuti program ini lebih kepada keinginan

untuk jalan-jalan ke luar, travelling di luar pulau NTT, melihat

suasana baru, budaya baru, mengetahui cara mengajar di tempat

yang culturenya berbeda dengan di NTT.

P3 Motivasi awal saya ingin mengikuti SM-3T dan PPG adalah

karena terinspirasi oleh 2 sepupu saya yang sudah lebih dahulu

mengikuti program ini di Papua. Saya senang untuk mengikuti

program ini karena saya menyadari kalau saya Sarjana

Pendidikan yang mempunyai basic mengajar dan berkeinginan

untuk menjadi seorang guru. Jadi, saya mengikuti program ini

karena saya suka mengajar. Selain saya suka mengajar, saya juga

ingin melihat tempat lain dan sisi lain dari kehidupan seperti

budaya lain yang beragam.


76

Appendix D. Interview Question Number 4

Question Number 4

Adakah dorongan dari pihak lain yang mendorong Anda untuk akhirnya mengikuti

program PPG ini? Seperti misalnya dorongan dari keluarga, rekan, atau atasan di

sekolah.

Participants Answer

P1 Saya mendapat informasi tentang program SM-3T dan PPG dari

teman saya yang juga mengikuti program tersebut di Kalimantan

Utara. Saya berpikir program ini sepertinya menjanjikan untuk

kedepannya dan menyadari bahwa pendapatan finansial saya dari

mengajar sangat kurang, program ini mungkin dapat membantu

saya mencukupi kebutuhan finansial saya dan keluarga. Saya juga

tidak memiliki relasi yang dapat membantu saya mendapatkan

pekerjaan yang layak di tengah ketatnya persaingan kerja dengan

praktik KKN di daerah asal saya.

P2 Awalnya teman saya yang mendaftarkan saya untuk mengikuti

program SM-3T dan PPG bersama dengan dia, sampai akhirnya

saya yang lanjut dan lolos seleksi. Kalau dari keluarga saya, om

saya lah yang memberi saya motivasi untuk melanjutkan

mengikuti program PPG setelah saya dinyatakan akan

ditempatkan di Yogyakarta, di Universitas Sanata Dharma. Om

saya mengatakan bahwa Universitas Sanata Dharma merupakan

salah satu kampus terbaik di Indonesia dimana dengan belajar

disana, saya akan belajar banyak hal baru.

P3 Awalnya, justru orang tua saya tidak mengijinkan saya pergi dan

mengikuti program ini mungkin karena kurang percaya dan saya

adalah satu-satunya anak perempuan di keluarga. Pada saat itu

hanya mama yang mengijinkan saya untuk mengikuti program

tersebut hingga akhirnya mama saya membantu saya meyakinkan

bapak saya bahwa dengan mengatakan kalau saya pun bisa seperti

yang dilakukan kedua sepupu saya dalam mengikuti program

SM-3T dan PPG. Akhirnya bapak saya menguatkan hati dan

merelakan saya merantau ke Kalimantan selama satu tahun dan

sampai saat ini menjalani PPG di Yogyakarta.


77

Appendix E. Interview Question Number 5

Question Number 5

Apakah kesan yang didapatkan selama mengikuti program PPG di Universitas

Sanata Dharma?

Participants Answer

P1 Kami merasa sangat diterima sejak pertama kali kami sampai di

Yogyakarta dan dijemput oleh dosen-dosen PPG Universitas

Sanata Dharma. Mereka menciptakan suasana yang begitu

nyaman semenjak awal pertemuan kami sehingga rasa takut dan

minder yang awalnya kami rasakan dapat hilang karena suasana

yang menyenangkan dan nyaman yang ada. Kami menyadari

bahwa pengetahuan kami kurang, tetapi pendekatan yang

diberikan oleh para dosen sangat berbeda dibandingkan dengan

relasi kami dengan dosen-dosen kami di NTT. Kenyamanan

lingkungan dan pendekatan dari dosen-dosen itulah yang

membuat kami berusaha untuk belajar dan meningkatkan

kemampuan kami.

P2 Sewaktu saya mengikuti PPG di sini, saya belajar untuk memaksa

diri supaya dapat maksimal. Saya selalu memaksa diri saya untuk

belajar. Saya selalu mencoba dan memaksa diri, memaksa otak

untuk berpikir, walaupun tubuh ini tidak memungkinkan tetapi

saya memaksa diri untuk tetap belajar. Ketika saya melihat diri

saya yang ada di sini, membandingan dengan diri saya yang ada

disana, saya merasa diri saya di sini jauh lebih baik. Dan itu

motivasi yang sangat luar biasa yang saya dapat di sini. Yang

pertama, saya guru bahasa Inggris. Saya harus

mempertanggungjawabkan diri saya sebagai guru bahasa Inggris

dan saya harus dapat menggunakan bahasa Inggris dengan baik

supaya tidak terlihat konyol dan memalukan di depan siswa.

P3 Saya merasa sangat bersyukur dengan ditempatkannya saya untuk

mengikuti PPG di Universitas Sanata Dharma ini. Dosen-dosen

PPG Universitas Sanata Dharma di sini sangat welcome dengan

kami dan selau menyapa, memberi semangat, dan memotivasi

kami untuk belajar. Mengingat saat di kampus, memang jarak

antara mahasiswa dan dosen sangat jelas terlihat. Jika di sini,

dalam mengajar pun dosen-dosen selalu memberikan penjelasan

yang detail dan informasi atau sumber-sumber yang mendukung

penjelasan dosen yang dapat kami akses. Dalam mengajar, dosen-

dosen selalu memberikan penjelasan yang detail dan informasi

yang dapat kami akses. Kami diberikan sumber-sumber lain yang

mendukung apa yang telah dosen sampaikan di kelas.

Pemberiannya dapat berupa clue-clue yang membuat kami belajar

lebih dan meningkatkan kemampuan bahasa Inggris kami.


78

Appendix F. Interview Question Number 6

Question Number 6

Ingin menjadi guru seperti apakah Anda?

Participants Answer

P1 Saya ingin menjadi guru yang dapat memotivasi siswa saya untuk

belajar bahasa Inggris dengan baik. Untuk mencapai hal itu, saya

harus dapat menjadi contoh untuk mereka dengan mencintai

bahasa Inggris terlebih dahulu. Siswa yang mengerti bahwa guru

telah memberi contoh untuk mencintai apa yang dipelajari, maka

mereka akan bersungguh-sungguh dalam belajar bahasa Inggris

secara mendalam. Saya juga ingin membuat siswa menyukai

bahasa Inggris dengan hal-hal familiar dan dekat dengan dunia

mereka melalui materi yang saya ajarkan.

P2 Saya ingin menjadi guru yang memotivasi. Motivasi itu penting

karena kalau hanya mempunyai ilmu tetapi tidak memotivasi

orang lain untuk belajar pasti akan menjadi sulit dan percuma.

Saya ingin ketika saya pulang nanti dan menjadi guru bahasa

Inggris, saya dapat mengajak orang-orang di sekitar saya untuk

membiasakan diri dalam belajar bahasa Inggris. Terlebih, karena

motivasi hal-hal positif selalu disampaikan oleh kampus ini

secara khusus melalui Pedagogik Ignasian yang sangat menyatu

dengan kami dan itu merupakan bagian dari sesuatu yang

memotivasi kami. Saya juga ingin menjadi guru yang sabar,

dimana saya dapat menyelesaikan permasalahan yang terjadi di

dalam kelas tanpa adanya kekerasan.

P3 Saya ingin menjadi guru yang selalu berpikir positif dan cinta

anak didik, seperti yang sudah saya dapatkan di sini. Saya juga

ingin menjadi guru yang memotivasi karena saya juga termotivasi

dari guru-guru dan dosen-dosen di sini. Selain itu, saya juga ingin

menjadi guru yang selalu berefleksi. Saya juga pasti akan

mengajarkan anak-anak didik saya untuk selalu berefleksi agar

apa yang mereka, pengalaman-pengalaman yang mereka

dapatkan itu mereka bisa lihat lebih detail lagi, terus kendala-

kendala apa yang mereka hadapi, lalu apa tindak lanjut dari

masalah yang kendala-kendala yang mereka hadapi itu. Lalu, saya

juga ingin menjadi contoh yang baik bagi anak didik saya dengan

lancar berbahasa Inggris agar mereka dapat meniru apa yang saya

lakukan dalam belajar bahasa Inggris.


79

Appendix G. Interview Question Number 7

Question Number 7

Apakah yang Anda ketahui tentang program PPG?

Participants Answer

P1 PPG atau Pendidikan Profesi Guru menurut saya merupakan

momen atau kesempatan dimana kami dipersiapkan betul-betul

untuk menjadi seorang guru yang profesional. Kami akan

mendapatkan workshop selama satu semester yang berkaitan

dengan penyusunan perangkat pembelajaran dan praktik

mengajar selama 4 bulan. Selain itu, kami dilatih untuk dapat

menjadi guru yang mandiri dan dapat diatur melalui adanya

konsistensi dalam mengikuti program dan menaati peraturan yang

ada.

P2 Yang saya ketahui tentang PPG adalah bahwa PPG lebih fokus

kepada aP2inistrasi-aP2inistrasi sekolah, lebih ke pengembangan

silabus menjadi RPP, kemudian medianya, kemudian materinya

dikembangkan, kemudian ada pelatihan selama kurang lebih 4

bulan di sekolah. Itu yang kami ketahui tentang PPG. Kemudian

PPG itu wajib berasrama, tidak diizinkan untuk tinggal di kos atau

memilih sendiri. Tetapi semuanya itu wajib mengikuti peraturan

pemerintah dengan waktu yang sudah ditentukan. Maka, PPG

dapat dikatakan lebih mendalam mengenai aP2inistrasi, perihal

teknis.

P3 Yang saya ketahui tentang PPG adalah tentang bagaimana

membuat perangkat pembelajaran yang baik, bagaimana menjadi

guru profesional, bagaimana mengembangkan media

pembelajaran sesuai dengan topik yang akan dibicarakan. Jadi,

saya pikir PPG berarti kami mempelajari tentang media

pembelajaran, pengembangan media pembelajaran, lalu

pembuatan perangkat pembelajaran yang baik. Ada workshop dan

kegiatan lain berhubungan dengan perangkat pembelajaran.


80

Appendix H. Interview Question Number 8

Question Number 8

Apa sajakah motivasi dan dorongan yang dirasakan selama menjalani program PPG

di Universitas Sanata Dharma?

Participants Answer

P1 Prinsip yang diterapkan di Universitas Sanata Dharma adalah

bahwa menjadi guru yang profesional bukan saja mengenai

perangkat pembelajaran tetapi juga basic ilmu yang dipelajari.

Kami tidak hanya dibekali dengan kemampuan membuat

perangkat pembelajaran tetapi juga kemampuan untuk

beradaptasi dengan peraturan di asrama dan kemampuan dasar

bahasa Inggris. Meskipun awalnya kami merasa takut, minder,

tetapi dengan pendekatan dari para dosen dan cara mengajar yang

lebih dekat dengan kami, kami merasa sangat terbantu.

P2 Saya menyadari bahwa dosen-dosen di sini melihat kekurangan

yang ada dalam diri kami dan menjadikannya pembelajaran yang

lebih untuk kami. Seperti yang berkaitan dengan kemampuan

bahasa Inggris kami yang butuh untuk di drill dibandingkan

dengan pengajaran tentang RPP, silabus, atau pengembangan

media yang akan bisa dilakukan dengan sendirinya. Pembelajaran

ditekankan pada peningkatan kemampuan grammar, description,

dan mind mapping.

P3 Dosen-dosen PPG di Universitas Sanata Dharma begitu baik dan

sangat fleksibel. Apa yang diajarkan kepada kami betul-betul apa

yang memang kami butuhkan. Yang saya maksud fleksibel adalah

selain kegiatan belajar, kami juga diikutsertakan dalam kegiatan

lain yang membuat kami belajar bahasa Inggris secara lebih

seperti LLTC yang sebenarnya di luar kurikulum PPG. Kami

merasa beruntung karena mungkin mahasiswa-mahasiswa lain itu

mereka membayar untuk mengikuti kegiatan itu tapi kami

digratiskan untuk mengikuti kegiatan tersebut dan mendapatkan

sertifikat.


81

Appendix I. Interview Question Number 9

Question Number 9

Apakah harapan Anda sebelum akhirnya mengikuti program PPG?

Participants Answer

P1 Sebelum mengikuti PPG, hal yang saya harapkan adalah dapat

mendalami bahasa Inggris dengan baik dan meningkatkan

kemampuan bahasa Inggris saya. Di sini saya belajar bahwa

pembelajaran yang dilakukan oleh seorang guru ditentukan

dengan lima menit awal kita berada di kelas, dimana kita dapat

menentukan respon siswa untuk mengikuti proses pembelajaran

dengan baik. Seorang guru pun harus bersikap fleksibel dan tidak

terpaku pada peraturan yang ada.

P2 Harapan saya sebelum mengikuti PPG antara lain ingin

meningkatkan profesionalisme sebagai guru, meningkatkan

kemampuan pemahaman bahasa Inggris, mengetahui bagaimana

membuat perangkat pembelajaran. Sejatinya, perihal membuat

perangkat pembelajaran oleh seorang guru pasti akan natural

diketahui dan dilakukan. Hal yang lebih penting dibandingkan hal

tersebut adalah bagaimana mencintai anak didik agar mereka

dapat termotivasi untuk dapat memahami materi yang diajarkan

oleh guru. Di sini saya lebih belajar segi profesionalisme dimana

mencintai anak didik agar dapat termotivasi untuk menjadi fokus

dalam memahami materi dibandingkan dengan perihal

aP2inistrasi yang akan ada dengan sendirinya.

P3 Seperti yang kami ketahui tentang kriteria seorang guru

profesional yang harus memiliki 4 kriteria yaitu pedagogi tentang

kemampuan mengembangkan perangkat pembelajaran, personal

dimana guru memberi contoh kepada muridnya karena guru

adalah teladan bagi murid, profesionalisme dimana guru harus

betul-betul paham dengan bidang studi yang dia geluti, dan sosial

tentang bagaimana guru berinteraksi dengan orang lain. Jadi,

keempat kriteria ini yang membuat saya ingin untuk dididik dan

dilatih oleh instruktur-instruktur yang juga punya kepribadian ini.

Dan keempat kriteria ini saya dapat dari instruktur-instruktur

yang membimbing kami di program ini, jadi yang saya harapkan

ini terpenuhi.


82

Appendix J. Interview Question Number 10

Question Number 10

Pengalaman apa sajakah yang Anda dapatkan yang mempengaruhi aspek atau

semangat profesionalisme sebagai guru?

Participants Answer

P1 Satu hal yang saya dapatkan di sini adalah tentang bagaimana kita

belajar dan menikmati semua hal yang kita lakukan dengan

menganggap bahwa hal itu bukan menjadi beban. Perlu adanya

keseimbangan antara pekerjaan dan refreshing. Seperti

pengalaman kami sebelum terjun mengajar di sekolah, hari

sebelumnya kami justru dibawa untuk jalan jalan dan refreshing.

Saya mendapat hal positif dari refleksi yang diajarkan oleh para

dosen di sini. Saya menyadari bagaimana refleksi dapat

mengubah kehidupan seseorang. Ketika menulis refleksi, saya

menjadi lebih giat berusaha untuk belajar dan meningkatkan

kemampuan bahasa Inggris saya. Dengan refleksi, saya selalu

memotivasi diri saya.

P2 Pengalaman yang saya dapatkan di sini sangat banyak seperti

mengikuti seminar-seminar bahasa Inggris yang memacu kami

untuk maju, menonton drama musical yang menginspirasi, dan

pengalaman tentang refleksi. Kami mendapat sebuah

pembelajaran melalui pengalaman tentang refleksi. Belajar di sini

membuat kami benar-benar mengetahui tentang makna dari

refleksi, bagaimana melakukan refleksi sehingga refleksi itu

benar hadir dalam kehidupan kita dan berdampak untuk kita dan

orang lain. Refleksi membantu kami untuk melihat diri kami dan

bersyukur atas apa yang kami punya, lalu menyesali apa yang kita

lakukan, rencana yang akan kita lakukan selanjutnya, dan apa

yang belum didapat sebelumnya.

P3 Pengalaman yang saya dapatkan dari instruktur PPG berupa

banyak hal seperti mengerjakan soal-soal TOEFL, mengikuti

LLTC yang memberikan inspirasi tentang penelitian yang update

tentang teknologi, pengalaman menggunakan aplikasi-aplikasi

yang dapat menunjang pengajaran sebagai variasi media, juga

refleksi dalam pengajaran yang merupakan hal baru bagi kami.

Saya pikir sebagai guru profesional, harus tahu bagaimana

perkembangan IPTEK yang dekat dengan dunia siswa. Saya pikir

untuk refleksi juga baik untuk kami dalam pengajaran. Jadi, guru

profesional itu perlu berefleksi juga.


83

Appendix K. Coding of Motivation

Table 3.1 Coding of Motivation

IM: Intrinsic motivation EM: Extrinsic motivation

ER: External regulation ITJ: Introjection IDN: Identification IGT: Integration

No

Participant

Experience

Statement

Type of Motivation

Reason

Brief Description IM EM

ER ITJ IDN IGT

1. P1 Realizing the

lack of English

proficiency as

something

important to

improve for

future

Saya menyadari meskipun

pengetahuan dasar bahasa

Inggris saya kurang, tetapi

saya harus berusaha untuk

mendalaminya karena

bahasa Inggris sudah saya

pilih sebagai latar atau ilmu

dasar yang harus saya

tekuni untuk masa depan

saya.

√

Hierarchical

synthesis of

goals

There is a realization

that mastering English

becomes an important

thing since he realizes

that it is necessarily

needed for his

profession in the

future. He focuses on

his goals for the future.

2. P1 Having needs

of improving

his capacity to

Saya menyadari bahwa saya

sebagai Sarjana Pendidikan

Bahasa Inggris yang

√

Hierarchical

synthesis of

goals

Having a life goal

which is to share his

knowledge with


84

share with

surrounding

people

berkewajiban membagikan

ilmu yang saya miliki

kepada peserta didik saya

nanti. Saya termotivasi

untuk meningkatkan

kemampuan berbahasa

Inggris saya karena saya

ingin ketika saya kembali ke

daerah asal, saya ingin

memberikan kapasitas lebih

saya kepada orang-orang di

sekitar.

others makes him

triggered to learn and

improve his English

competencies. This

goal becomes a target

in which he realizes

that he has such a big

responsibility to do.

3. P1 Having

expectation of a

better salary

and job

Saya berpikir program ini

sepertinya menjanjikan

untuk kedepannya, dan

menyadari bahwa

pendapatan finansial saya

dari mengajar sangat

kurang, program ini

mungkin dapat membantu

saya mencukupi kebutuhan

finansial saya dan keluarga.

Saya juga tidak memiliki

relasi yang dapat membantu

saya mendapatkan

pekerjaan yang layak

√

Salience of

extrinsic

rewards

Finance becomes one

of his reasons to

attend the programs

since he knows about

the privileges

provided through

these programs. The

privileges are in a

form of prosperity

that serves a better

salary and permanent

profession after

finishing the


85

ditengah ketatnya

persaingan kerja dengan

praktik KKN di daerah asal

saya.

programs and being

certified as a teacher.

No

Participant

Experience

Statement

Type of Motivation

Reason


ER ITJ IDN IGT

4. P1 Having wants

to be a teacher

who can

motivate the

students to

learn better

Saya ingin menjadi guru

yang dapat memotivasi

siswa saya untuk belajar

bahasa Inggris dengan baik.

Untuk mencapai hal itu,

saya harus dapat menjadi

contoh untuk mereka

dengan mencintai bahasa

Inggris terlebih dahulu.

Siswa yang mengerti bahwa

guru telah memberi contoh

untuk mencintai apa yang

dipelajari, maka mereka

akan bersungguh-sungguh

dalam belajar bahasa Inggris

secara mendalam. Saya juga

ingin membuat siswa

menyukai bahasa Inggris

dengan hal-hal familiar dan

√

Hierarchical

synthesis of

goals

The participant has a

want that she wants to

become a teacher who

can motivate the

students to learn better

by becoming

a role model for them.

It is the process of

setting a goal that

produces a willingness

and motivation to

do more efforts to be

optimal in teaching. It

shows the integration.


86

dekat dengan dunia mereka

melalui materi yang saya

ajarkan.

No

Participant

Experience

Statement

Type of Motivation

Reason


ER ITJ IDN IGT

5. P1 Getting a good

acceptance

from the PPG

lecturers that

triggers the

spirit to learn

better

Kami merasa sangat

diterima sejak pertama kali

kami sampai di Yogyakarta

dan dijemput oleh dosen-

dosen PPG Universitas

Sanata Dharma. Mereka

menciptakan suasana yang

begitu nyaman semenjak

awal pertemuan kami

sehingga rasa takut dan

minder yang awalnya kami

rasakan hilang karena

suasana yang

menyenangkan dan nyaman

yang ada… Kenyamanan

lingkungan dan pendekatan

dari dosen-dosen itulah

yang membuat kami

berusaha untuk belajar dan

√

Conscious

valuing of

activity

This shows a process

in which the

participant becomes

reinforced to learn

English well due to

the best acceptance

she gets from the PPG

lecturers. The fear has

been changed into a

spirit to learn better

because of the


atmosphere provided

in the PPG program.

Here, the process of

valuing the activities

happens by such external

factor that she gets.


87

meningkatkan kemampuan

berbahasa Inggris kami.

No

Participant

Experience

Statement

Type of Motivation

Reason


ER ITJ IDN IGT

6. P1 Being engaged

in intensive

comprehension

and practice of

using English

Prinsip yang diterapkan di

Universitas Sanata Dharma

adalah bahwa menjadi guru

yang profesional bukan saja

mengenai perangkat

pembelajaran tetapi juga

basic ilmu yang dipelajari.

Kami tidak hanya dibekali

dengan kemampuan

membuat perangkat

pembelajaran tetapi juga

kemampuan untuk

beradaptasi dengan

peraturan di asrama dan

kemampuan dasar bahasa

Inggris.kemampuan

berbahasa Inggris kami.

√

Conscious

valuing of

activity

Besides the teacher

competence that are

mainly taught to the

PPG students, the PPG

lecturers try to create

such comprehensive

English learning in

which the students can

deeper their English

proficiency. P1 sees

this given activity as

something beneficial

and relevant to her

needs in learning.


88

No

Participant

Experience

Statement

Type of Motivation

Reason


ER ITJ IDN IGT

7. P1 Having a

reflective

learning that

motivates

himself to learn

better

Saya mendapat hal positif

dari refleksi yang diajarkan

oleh para dosen di sini. Saya

menyadari bagaimana

refleksi dapat mengubah

kehidupan seseorang.

Ketika menulis refleksi,

saya menjadi lebih giat

berusaha untuk belajar dan


bahasa Inggris saya. Dengan

refleksi, saya selalu

memotivasi diri saya.

√

Conscious

valuing of

activity

This is a process in

which the participant

values the reflective

learning given by the

PPG lecturers as

something that leads

to better learning

development. P1 finds

it relevant to his needs

in learning through

the PPG program.

8. P2 Having

motivation to

travel to other

islands, explore

other cultures

and discover

other teaching

methods

Motivasi untuk mengikuti

program ini lebih kepada

keinginan untuk jalan-jalan

ke luar, travelling di luar

Pulau NTT, melihat suasana

baru, budaya baru, dan ingin

mengetahui cara mengajar

di tempat yang culturenya

berbeda dengan di NTT.

√

Salience of

extrinsic

rewards

The motivation to

travel and explore

other islands

with their diverse

cultures and

teaching methods

indicates the external

motives that rewards

become the main drive of


89

P2 to attend the

programs.

No

Participant

Experience

Statement

Type of Motivation

Reason


ER ITJ IDN IGT

9. P2 Having wants

to master

English so that

she will

perform well in

front of the

students

Yang pertama, saya guru

bahasa Inggris. Saya harus

mempertanggung jawabkan

diri saya sebagai guru

bahasa Inggris dan saya

harus dapat menggunakan

bahasa Inggris dengan baik

supaya tidak terlihat konyol

dan memalukan di depan

siswa.

√

Ego

involvement

This realization shows

the ego involvement

that P2 has showed

from her wants to

make big efforts in

teaching so that she

can perform well and

gain self-esteem in

teaching.

10. P2 Having wants

to be an English

teacher who can

motivate other

people to use

English well

Saya ingin menjadi guru

yang memotivasi. Motivasi

itu penting karena kalau kita

hanya mempunyai ilmu

tetapi tidak memotivasi

orang lain untuk belajar

pasti akan menjadi sulit dan

percuma. Saya ingin ketika

saya pulang nanti dan

menjadi guru bahasa

Inggris, saya dapat

√

Hierarchical

synthesis of

goals

The main goal of her

journey in attending

the PPG program is to

train herself to become

a good English

teacher who can

motivate surrounding

people to use English

actively in their daily

life. She is aware

that English is


90

mengajak orang-orang di

sekitar saya untuk

membiasakan diri dalam

belajar bahasa Inggris.

essential for nowadays

life. This goal

becomes the main

factor that triggers

herself to learn better.

No

Participant

Experience

Statement

Type of Motivation

Reason


ER ITJ IDN IGT

11. P2 Trying to force

herself to study

optimally

Sewaktu saya mengikuti

PPG di sini, saya belajar

untuk memaksa diri supaya

dapat maksimal. Saya selalu

memaksa diri saya untuk

belajar. Saya selalu

mencoba dan memaksa diri,

memaksa otak untuk

berpikir, walaupun tubuh ini

tidak memungkinkan tetapi

saya memaksa diri untuk

tetap belajar

√

Inherent

satisfaction

The participant’s

action and awareness

show how P2 tries to

force herself to be

optimal in learning by

her own spirit, not

from other external

factors. She makes

such efforts in order to

meet the satisfaction

that will come after

working well.

12. P2 Being engaged

in English

comprehension

drilling given

by the lecturers

who are aware

Saya menyadari bahwa

dosen-dosen di sini melihat

kekurangan yang ada dalam

diri kami dan

menjadikannya

pembelajaran yang lebih

√

Conscious

valuing of

activity

One of the activities

provided in the PPG

program in Sanata

Dharma University is

the English

comprehension


91

of our lack of

English

proficiency

untuk kami. Seperti yang

berkaitan dengan

kemampuan bahasa Inggris

yang kami butuh untuk di

drill dibandingkan dengan

pengajaran tentang RPP,

silabus, atau pengembangan

media yang akan bisa

dilakukan dengan

sendirinya. Pembelajaran

ditekankan pada

peningkatan kemampuan

grammar, description, dan

mind mapping.

drilling adapted from

the PPG lecturers’

acknowledgement

towards the PPG

students’ learning

needs. P2 appreciates

and values it as

something relevant to

her learning needs.

No

Participant

Experience

Statement

Type of Motivation

Reason


ER ITJ IDN IGT

13. P2 Being engaged

in reflective

learning along

the PPG

program

Kami mendapat sebuah

pembelajaran melalui

pengalaman tentang

refleksi. Belajar di sini

membuat kami benar-benar

mengetahui tentang makna

refleksi, bagaimana

melakukan refleksi sehingga

refleksi itu benar hadir

√

Conscious

valuing of

activity

Similar to other

participants who see

the reflective learning

as an important factor

that supports their

learning, P2 also

feels the advantages

of the reflective

learning use.


92

dalam kehidupan kita dan

berdampak untuk kita dan

orang lain. Refleksi

membantu kami untuk

melihat diri kami dan

bersyukur atas apa yang

kami punya, lalu menyesali

apa yang kita lakukan,

rencana yang akan kita

lakukan selanjutnya, dan

apa yang belum didapat

sebelumnya.

Her conscious valuing

of activity can activate

her motivation to fully

involve in the PPG

program.

No

Participant

Experience

Statement

Type of Motivation

Reason


ER ITJ IDN IGT

14. P2 Having a lot of

experiences in

attending some

events for

learning

Pengalaman yang saya

dapatkan di sini sangat

banyak seperti mengikuti

seminar-seminar bahasa

Inggris yang memacu kami

untuk maju, menonton

drama musical yang

menginspirasi, dan

pengalaman tentang

refleksi.

√

Conscious

valuing of

activity

Such activities that the

participant has

attended can create the

conscious valuing that

suddenly gives her

motivation in

attending the PPG

program.


93

15. P3 Feeling more

interested in the

SM-3T and

PPG programs

due to her

passion for

teaching

Saya senang untuk

mengikuti program ini

karena saya menyadari

kalau saya Sarjana

Pendidikan yang

mempunyai basic mengajar

dan berkeinginan untuk

menjadi seorang guru. Jadi

saya mengikuti program ini

karena saya suka mengajar.

√

Interest/

enjoyment

The main motive in

attending the SM-3T

and PPG programs

that IT has is due to

her awareness that her

passion for teaching.

That becomes intrinsic

motivation affected by

her interest in these

programs.

No

Participant

Experience

Statement

Type of Motivation

Reason


ER ITJ IDN IGT

16. P3 Having a

reflective

learning that

motivates

himself to learn

better

…saya juga ingin melihat

tempat lain dan sisi lain dari

kehidupan seperti budaya

lain yang beragam

√

Salience of

extrinsic

rewards

The participant also

has an expectation of

exploring the cultures

of other islands as her

view of extrinsic

rewards that come

afterward by joining

the programs.


94

17. P3 Getting a good

acceptance,

comfortable

learning

atmosphere,

and

encouragements

given by the

PPG lecturers

Di sini kami merasa

diterima karena dosen-

dosennya sangat baik,

ramah, dan memotivasi

kami untuk belajar.

√

Conscious

valuing of

activity

Similar to the others,

the participant values

the acceptance given

from the PPG lecturers

that create a


atmosphere as

something that

supports her study.

18. P3 Getting detailed

material

explanation and

further

references for

learning

sources

Dalam mengajar, dosen-

dosen selalu memberikan

penjelasan yang detail dan

informasi yang dapat kami

akses. Kami diberikan

sumber-sumber lain yang

mendukung apa yang telah

dosen sampaikan di kelas.

Pemberiannya dapat berupa

clue-clue yang membuat

kami belajar lebih dan


bahasa Inggris kami.

√

Conscious

valuing of

activity

The good things that

the PPG students get

through this PPG

program are the

detailed material

explanation and

learning sources that

can be accessed. The

participant sees these

things as relevant

aspects for her study

within the program.

She feels motivated.


95

No

Participant

Experience

Statement

Type of Motivation

Reason


ER ITJ IDN IGT

19. P3 Having several

events to attend

for learning due

to the material

flexibility given

by the lecturers

Dosen-dosen PPG di

Universitas Sanata Dharma

begitu baik dan sangat

fleksibel. Apa yang

diajarkan kepada kami

betul-betul apa yang

memang kami butuhkan.

Yang saya maksud fleksibel

adalah selain kegiatan

belajar, kami juga

diikutsertakan dalam

kegiatan lain yang membuat

kami belajar bahasa Inggris

secara lebih seperti LLTC

yang sebenarnya di luar

kurikulum PPG.

√

Conscious

valuing of

activity

There are several

events that the PPG

students can attend as

learning activities in

the program. The

lecturers have such a

flexibility to hold any

relevant learning

activities for the

students. IT

appreciates the

lecturers’ decision as

something important

for her study within

the program.


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